Palmeri, Remixing Composition, Chapter 3: “The First Time Print Died”
Arola, Sheppard, Ball, Writer/Designer, Chapter 1: “What are Multimodal Projects?”
Remixing Composition, Chapter 3: “The First Time Print Died”
Weiner’s idea of “integrating multimedia composing into the modes-based writing class,”(95) and the use of multimedia assignments such as slideshows, photo essays, and collages (Burnett and Thomason; Murphy; Weiner) referenced in Palmeri (94) seem to accomplish the same goals as multimodal assignments. Weiner’s idea of “translating” one form to another, for example a collage to an essay, makes writing alphabetic texts more interesting for students living in a media-saturated society. As I read Palmeri, I get the impression he does not want to embrace today’s computer-based technologies too quickly, at least not without giving compositionists like Weiner and others, who made substantial contributions to the pedagogy, their due.
Palmeri suggests questions to ask as “we consider incorporating a new technology into our pedagogy.” (110)
Writer/Designer, Chapter 1: “What are Multimodal Projects?”
Goodbye multimedia. Hello multimodal.
Figure 1.6 The Five Modes of Communication (Arola, Sheppard, Ball, Writer/Designer, Chapter 1, Page 4)
What a relief to find definitions of multimodal, text, modes, multimodality, linguistic modes, visual mode, aural mode, spatial mode, and gestural mode, along with links to lots of supporting material in Chapter 1 of Writer/Designer. I can feel the fog lifting. I now understand that all texts are multimodal and all multimodal texts do not have to be digital. Arola, Sheppard, and Ball have answered those and other questions I didn’t know I needed to ask. Now, with an improved vocabulary, I hope I will communicate more effectively – and accurately.