Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"
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| + | == Citation == | ||
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| + | Atkins, Anthony; Anderson, Daniel; Ball, Cheryl; Homicz Millar, Krista; Selfe, Cynthia; & Selfe, Richard. (2006). Integrating multimodality in composition curricula: Survey methodology and results from a CCCC Research Initiative grant. Composition Studies, 34(2), 59-84. | ||
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== Summary == | == Summary == | ||
| - | + | [[Cheryl E. Ball]] gives this abstract in her [http://www.ceball.com/tenure/ "online portfolio"]: | |
This article describes methodology and outcomes of a national survey conducted in 2005 to discover how instructors use multimodal composition practices in their writing classrooms and research. The authors describe the procedures they used to collect and analyze data from writing teachers about the production, distribution, interpretation, and consumption of multimodal composition. Supported by a research initiative of the Conference on College Composition and Communication, the survey was designed to identify the instruction occurring at institutions with a nascent or established curriculum of multimodal pedagogy in which students and faculty members produce texts that combine words, images, and sound as composing resources. The aim of this project was to produce a snapshot of those programs working to define multimodal composition and to integrate these new semiotic forms into writing classes. | This article describes methodology and outcomes of a national survey conducted in 2005 to discover how instructors use multimodal composition practices in their writing classrooms and research. The authors describe the procedures they used to collect and analyze data from writing teachers about the production, distribution, interpretation, and consumption of multimodal composition. Supported by a research initiative of the Conference on College Composition and Communication, the survey was designed to identify the instruction occurring at institutions with a nascent or established curriculum of multimodal pedagogy in which students and faculty members produce texts that combine words, images, and sound as composing resources. The aim of this project was to produce a snapshot of those programs working to define multimodal composition and to integrate these new semiotic forms into writing classes. | ||
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== External Links == | == External Links == | ||
| - | [http://www.ceball.com/tenure/wp-content/uploads/2006/11/anderson-et-al_integrating_multimodality.pdf "Integrating Multimodality into Composition Curricula"] | + | [http://www.ceball.com/tenure/wp-content/uploads/2006/11/anderson-et-al_integrating_multimodality.pdf "Integrating Multimodality into Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"] |
Latest revision as of 04:21, 14 April 2012
Citation
Atkins, Anthony; Anderson, Daniel; Ball, Cheryl; Homicz Millar, Krista; Selfe, Cynthia; & Selfe, Richard. (2006). Integrating multimodality in composition curricula: Survey methodology and results from a CCCC Research Initiative grant. Composition Studies, 34(2), 59-84.
Summary
Cheryl E. Ball gives this abstract in her "online portfolio":
This article describes methodology and outcomes of a national survey conducted in 2005 to discover how instructors use multimodal composition practices in their writing classrooms and research. The authors describe the procedures they used to collect and analyze data from writing teachers about the production, distribution, interpretation, and consumption of multimodal composition. Supported by a research initiative of the Conference on College Composition and Communication, the survey was designed to identify the instruction occurring at institutions with a nascent or established curriculum of multimodal pedagogy in which students and faculty members produce texts that combine words, images, and sound as composing resources. The aim of this project was to produce a snapshot of those programs working to define multimodal composition and to integrate these new semiotic forms into writing classes.
