Ball, Cheryl et al., "Integrating Multimodality in Composition Curricula: Survey Methodology and Results from a CCCC Research Grant"
From RhetorClick
(→External Links) |
(→External Links) |
||
| Line 6: | Line 6: | ||
== 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"] | |
Revision as of 16:57, 13 April 2012
Summary
Abstract taken from Cheryl E. Ball's professional website:
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.
