Takayoshi and Selfe consider the standard form of the student composition while the forms of communication in the new, digital, connected world hardly limit themselves to characters only. This new form of communication, thanks to recent advancements in computers and the merging of technologies, uses easily manipulated still images, animations, video, audio and color; they term these new compositions multimodal texts. And while these digital tools may be new to the traditional composition, the authors make a compelling case for their acceptance into current curricula. They present their reasoning for the wider adoption of multimodal composition, and answer what they term as the five most often-asked questions by teachers.
Tuesday, October 11, 2011
Thinking about Multimodality: Takayoshi & Selfe
Citation: Takayoshi, Pamela and Selfe, Cynthia L. "Thinking about Multimodality." Multimodal Composition: Resources for Teachers. Eds.Gail E. Hawisher and Cynthia Selfe. Cresskill, NJ: Hampton Press, Inc,2007. 1-12. Print.
Takayoshi and Selfe consider the standard form of the student composition while the forms of communication in the new, digital, connected world hardly limit themselves to characters only. This new form of communication, thanks to recent advancements in computers and the merging of technologies, uses easily manipulated still images, animations, video, audio and color; they term these new compositions multimodal texts. And while these digital tools may be new to the traditional composition, the authors make a compelling case for their acceptance into current curricula. They present their reasoning for the wider adoption of multimodal composition, and answer what they term as the five most often-asked questions by teachers.
Takayoshi and Selfe consider the standard form of the student composition while the forms of communication in the new, digital, connected world hardly limit themselves to characters only. This new form of communication, thanks to recent advancements in computers and the merging of technologies, uses easily manipulated still images, animations, video, audio and color; they term these new compositions multimodal texts. And while these digital tools may be new to the traditional composition, the authors make a compelling case for their acceptance into current curricula. They present their reasoning for the wider adoption of multimodal composition, and answer what they term as the five most often-asked questions by teachers.
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Would this compelling case work with the nay-sayers on your campus and in your district? Why or why not? What more would you need?
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