Composition Studies 42.1 (2014) from the Editor Hat’S the Best Part of Your Job?” a Student in Advanced Composition “Wasked Me This Question Last Week
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Applying Theories of Digital Rhetoric, Procedural Rhetoric, and Electracy To
University of Texas at El Paso DigitalCommons@UTEP Open Access Theses & Dissertations 2018-01-01 Rethinking Multimodality In First-Year Composition: Applying Theories Of Digital Rhetoric, Procedural Rhetoric, And Electracy To Multimodal Assignments Jennifer Falcon University of Texas at El Paso, [email protected] Follow this and additional works at: https://digitalcommons.utep.edu/open_etd Part of the Rhetoric Commons Recommended Citation Falcon, Jennifer, "Rethinking Multimodality In First-Year Composition: Applying Theories Of Digital Rhetoric, Procedural Rhetoric, And Electracy To Multimodal Assignments" (2018). Open Access Theses & Dissertations. 1426. https://digitalcommons.utep.edu/open_etd/1426 This is brought to you for free and open access by DigitalCommons@UTEP. It has been accepted for inclusion in Open Access Theses & Dissertations by an authorized administrator of DigitalCommons@UTEP. For more information, please contact [email protected]. RETHINKING MULTIMODALITY IN FIRST-YEAR COMPOSITION: APPLYING THEORIES OF DIGITAL RHETORIC, PROCEDURAL RHETORIC, AND ELECTRACY TO MULTIMODAL ASSIGNMENTS JENNIFER ANDREA FALCON Doctoral Program in Rhetoric and Composition APPROVED: Beth Brunk-Chavez, Ph.D., Chair Laura Gonzales, Ph.D. William Robertson, Ph.D. Charles Ambler, Ph.D. Dean of the Graduate School Copyright © by Jennifer Andrea Falcon 2018 Dedication This dissertation is dedicated to my grandfather, José Franco Sandoval. Grandpa, your devotion to hard work and education will always guide me. RETHINKING MULTIMODALITY IN FIRST-YEAR -
Digital Humanities Pedagogy: Practices, Principles and Politics
To access digital resources including: blog posts videos online appendices and to purchase copies of this book in: hardback paperback ebook editions Go to: https://www.openbookpublishers.com/product/161 Open Book Publishers is a non-profit independent initiative. We rely on sales and donations to continue publishing high-quality academic works. Digital Humanities Pedagogy: Practices, Principles and Politics Edited by Brett D. Hirsch http://www.openbookpublishers.com © 2012 Brett D. Hirsch et al. (contributors retain copyright of their work). Some rights are reserved. The articles of this book are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported Licence. This license allows for copying any part of the work for personal and non-commercial use, providing author attribution is clearly stated. Details of allowances and restrictions are available at: http://creativecommons.org/licenses/by-nc-nd/3.0/ As with all Open Book Publishers titles, digital material and resources associated with this volume are available from our website at: http://www.openbookpublishers.com/product/161 ISBN Hardback: 978-1-909254-26-8 ISBN Paperback: 978-1-909254-25-1 ISBN Digital (pdf): 978-1-909254-27-5 ISBN Digital ebook (epub): 978-1-909254-28-2 ISBN Digital ebook (mobi): 978-1-909254-29-9 Typesetting by www.bookgenie.in Cover image: © Daniel Rohr, ‘Brain and Microchip’, product designs first exhibited as prototypes in January 2009. Image used with kind permission of the designer. For more information about Daniel and his work, see http://www.danielrohr.com/ All paper used by Open Book Publishers is SFI (Sustainable Forestry Initiative), and PEFC (Programme for the Endorsement of Forest Certification Schemes) Certified. -
Adolescents' Literacy Development in English As a Foreign Language In
Adolescents’ Literacy Development in English as a Foreign Language in Iceland Lærke Engelbrecht M.Ed. Thesis University of Iceland School of Education Faculty of Teacher Education Adolescents’ Literacy Development in English as a Foreign Language in Iceland Lærke Engelbrecht M.Ed. Thesis in Teaching in Lower Secondary School Supervisor: Michael Dal Faculty of Teacher Education School of Education University of Iceland October 2015 Adolescents’ Literacy Development in English as a Foreign Language in Iceland This thesis is 30 ECTS in the final project towards a 120 ECTS M.Ed. degree at the School of Education, University of Iceland. © 2015 Lærke Engelbrecht This thesis may not be copied without permission from the author. Printed by: Háskólaprent ehf. Reykjavík, Iceland, 2015 Abstract The scope of the thesis centres on literacy development among adolescents in Iceland in English as a Foreign Language (EFL). The thesis is divided into two parts: a theoretical part and a section on qualitative research. The first part looks at the history and theories regarding reading and literacy development and learning motivation in adolescents. The second part focuses on a qualitative research study conducted in 2015 in Iceland. The results are based on data from interviews with two compulsory-school teachers, who teach EFL in grades 7-10 in Iceland. Literacy development is a crucial element for being able to participate actively and successfully in Icelandic society and to adapt to a rapidly changing and globalised world. The growing exposure and importance of English as a foreign language in Iceland and the rapid development of information and communication technology (ICT) requires both substantial knowledge of English and development of literacy. -
Collin College in May 20162—
Appellate Case: 18-6102 Document: 010110085921 Date Filed: 11/19/2018 Page: 1 Case No. 18-6102/ 18-6165 In the United States Court of Appeals for the Tenth Circuit ___________________ DR. RACHEL TUDOR, Plaintiff-Appellant/Cross-Appellee v. SOUTHEASTERN OKLAHOMA STATE UNIVERSITY AND REGIONAL UNIVERSITY SYSTEM OF OKLAHOMA, Defendants-Appellees/Cross-Appellants ___________________ On Appeal from the United States District Court for the Western District of Oklahoma, Case No. 5:15-cv-324-C, Hon. Robin Cauthron ___________________ PLAINTIFF-APPELLANT/CROSS-APPELLEE DR. RACHEL TUDOR’S APPENDIX VOLUME 3 OF 9 ___________________ EZRA ISHMAEL YOUNG BRITTANY M. NOVOTNY LAW OFFICE OF EZRA YOUNG NATIONAL LITIGATION LAW GROUP 30 Devoe Street, #1A PLLC Brooklyn, NY 11211 2401 NW 23rd St., Ste. 42 (949) 291-3185 Oklahoma City, OK 73107 [email protected] (405) 896-7805 [email protected] MARIE EISELA GALINDO LAW OFFICE OF MARIE E. GALINDO Wells Fargo Bldg. 1500 Broadway, Ste. 1120 Lubbock, TX 79401 (806) 549-4507 [email protected] Attorneys for Plaintiff-Appellant/Cross-Appellee Case No. 18-6102/ 18-6165 Appellate Case: 18-6102 Document: 010110085921 Date Filed: 11/19/2018 Page: 2 VOLUME 3 TABLE OF CONTENTS 15-CV-324-C – Relevant Docket Entries Appendix Filer Date of Doc Title of Pleading Pg. # Filing # 001-010 Plaintiff 12/29/2017 271 Reply to Defendants’ Opposition to Reinstatement 011-026 Plaintiff 12/29/2017 271- Reply to Response to 1 Motion for Order for Reinstatement Exhibit 1 Tudor Declaration 027-116 Plaintiff 12/29/2017 271- Reply -
Crisis in Adolescent Literacy from the Perspective That the Crisis Requires Focused Action at the Local and State Levels
Addressing the “Crisis” in Adolescent Literacy Terry Salinger American Institutes for Research This paper was prepared for the U.S. Department of Education (ED), Office of Elementary and Secondary Education, Smaller Learning Communities Program under Contract Number ED‐07‐CO‐0106 with EDJ Associates, Inc. in Herndon, VA. The views expressed in this publication do not necessarily represent the positions or policies of ED, nor do references to trade names, commercial products, services, or organizations imply endorsement by the U.S. government. TABLE OF CONTENTS Introduction ........................................................................................................................................... 1 Some Reasons Why Many Students Struggle as Adolescents............................................................ 1 The Developmental Continuum From Early Reading Onward ........................................................... 3 Insufficient Guidance From State Standards....................................................................................... 4 Reading for Meaning and Learning...................................................................................................... 5 Outcomes of Low Literacy for Students in Secondary Schools .......................................................... 7 Planning to Meet the Adolescent Literacy Crisis................................................................................. 9 Conclusion........................................................................................................................................... -
Identity Chats: Co-Authorized Narratives and the Performance of Writerly Selves in Mass-Multiliterate Times
IDENTITY CHATS: CO-AUTHORIZED NARRATIVES AND THE PERFORMANCE OF WRITERLY SELVES IN MASS-MULTILITERATE TIMES Stacy Kastner A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2013 Committee: Dr. Lee Nickoson, Advisor Dr. Savilla Banister Graduate Faculty Representative Dr. Kristine Blair Dr. Sue Carter Wood Dr. Kevin Roozen, Auburn University © 2013 Stacy Kastner All Rights Reserved iii ABSTRACT Lee Nickoson, Advisor Inspired by my classroom experience and Deborah Brandt’s findings that generations of Americans were resistant to calling themselves “writer,” this multimodal dissertation focuses on the critical narratives, reading and writing artifacts, reflections, and theories of two primary co- researching-participants (CRPs) concerning the complicated and elusive identity of “writer” (Barthes; Foucault) and the not always complimentary relationship between definitions of writing in school, in popular culture and opinion, and in everyday practice (Brodkey; Prior). I conducted two narrative case studies between December 2011 and May 2013 with two adolescents. In my study, I integrated methods from rhetoric, composition, and writing studies with a narrative inquiry methodology, building co-authorization into the research relationship and utilizing digital composing tools in order to disrupt the limitations and exclusivity of a traditionally single-authored and print-based space and in order to situate the stories of student writers at the center of my study. I also made use of a variety of dialogue-driven instruments: (1) oral histories and loosely-based interviews (Brandt; Selfe and Hawisher); (2) a writer’s questionnaire that asked CRPs to describe “writing,” the identity “writer,” and themselves as writers; (3) Joy Reid’s Perceptual Learning Styles Preference Questionnaire; (4) archives of CRPs’ print and digital reading and writing artifacts; (5) artifact-based interviews (Halbritter and Lindquist); and (6) text-based interviews (Roozen). -
ENC 1136: Multimodal Writing & Digital Literacy ENC1136
ENC 1136: Multimodal Writing & Digital Literacy ENC1136 (Section 9122, Class 23684, SP20) Brandon Murakami MWF:3 (9:35-10:25a) [email protected] Room: M: WEIL 408D / WF: WEIL 408E OH: TBA COURSE DESCRIPTION Multimodal Composition teaches digital literacy and digital creativity. This course teaches students to compose and circulate multimodal documents in order to convey creative, well- researched, carefully crafted, and attentively written information through digital platforms and multimodal documents. This course promotes digital writing and research as central to academic, civic, and personal expression. COURSE OBJECTIVES Multimodal writing objectives are designed to teach students how to compose, revise, and circulate information in digital forms. The course emphasizes: • Applying composing processes in digital forms • Demonstrating invention/creativity approaches when working with digital resources and tools • Choosing which digital tools best serve contextual needs • Creating documents in six different forms that contribute to multimodal production (see below) • Using problem-solving methods to navigate digital tools • Appraising methods for self-guided learning about emerging digital tools (i.e. learning how to learn) REQUIRED MATERIALS Note: Many of the “readings” assigned in this class will be online tutorials for using the digital tools needed to compose, produce, and circulate the assigned documents. Because the course focuses on hands-on, active production, the focus of readings often will be tutorials and student work for critique. All texts will be provided on our course website on Canvas. GENERAL EDUCATION OBJECTIVES: COMPOSITION (C) Composition courses provide instruction in the methods and conventions of standard written English (i.e. grammar, punctuation, usage) and the techniques that produce effective texts. -
Adolescent Literacy References and Resources
Adolescent Literacy References and Resources References • Alliance for Excellent Education. (2009, February). Adolescent literacy. Retrieved from www.all4ed.org/files/AdolescentLiteracyFactSheet.pdf. • Biancarosa, G., & Snow, C. E. (2004). Reading next: A vision for action & research in middle & high school literacy-A report from the Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Retrieved from www.all4ed.org. • Curtis, M. E., & Longo, A. M. (1999). When adolescents can’t read: Reading research to practice. Newton, MA: Brookline Books. • Deshler, D. D., Palincsar, A. S., Biancarosa, G., & Nair, M. (2007). Informed choices for struggling adolescent readers: A research-based guide to instructional programs and practices. Newark, DE: International Reading Association. • Ehren, B., Lenz, B. K., & Deshler, D. D. (2004). Enhancing literacy proficiency with adolescents and young adults. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel, Handbook of language and literacy: Development and disorders (pp. 681–702). New York, NY: Guilford Press. • Faggela-Luby, M. N., & Deshler, D. D. (2009). Reading comprehension in adolescents with LD: What we know, what we need to learn. Learning Disabilities Research & Practice, 23(2), 70–78. • Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Washington, DC: Alliance for Excellent Education. Retrieved from www.all4ed.org. • Haynes, M., & Levin, J. (2009). State actions to improve adolescent literacy: Results from NASBE’s state adolescent literacy network [Issues in Brief]. Arlington, VA: National Association of State Boards of Education. • Heller, R., & Greenleaf, C. L. (2007). Literacy instruction in the content areas: Getting to the core of middle & high school improvement. -
Key Areas of Effective Adolescent Literacy Programs
EDUCATION AND TREATMENT OF CHILDREN Vol. 36, No. 1, 2013 Key Areas of Effective Adolescent Literacy Programs Nancy E. Marchand-Martella, Ronald C. Martella, Sheri L. Modderman, Holly Petersen, and Spencer Pan Eastern Washington University Abstract This paper reviews best practices for effective adolescent literacy programs. A focus is placed on five areas of literacy instruction including word study, fluency, vocabulary, comprehension, and motivation. Each of these areas is discussed as well as how each area is relevant to reading and understanding narrative and content-area text at high levels. Keywords: adolescent literacy, academic literacy, vocabulary, comprehension, narrative, content-area, fluency, motivation, word study “ t no other time in our history has the ability to read been so important to all members of society” (Coyne, Kame’enui, & Carnine, 2011, p. 50). In fact, learning to read is the most important skill our students can learn in school, serving as the very foundation of all other academic subjects. Consider the following statistics noted by Brozo (2009)—about two-thirds of eighth and twelfth graders read below grade level; 32% of high school graduates are not prepared for college-level English composition courses; 40% of high school gradu- ates do not have the literacy skills required by employers; and 1.2 mil- lion students drop out of high school every year with literacy skills lower than those in most industrialized nations. Ensuring adoles- cents become literate, productive members of society is an undertak- ing that may not only increase the number of students who graduate from high school, succeed in college, and work in jobs that support a healthy lifestyle, but may also save the nation billions of dollars. -
Adolescent Literacy Addressing the Needs of Students in Grades 4–12
Adolescent Literacy Addressing the Needs of Students in Grades 4–12 By Joan Sedita Literacy skills in the 21st century are more essential than ever for success in education, work, citizenship, and our personal lives. However, far too many older students and adults do not have the necessary reading and writing skills to succeed in postsecondary education or the ever-increasing number of jobs that require strong literacy skills. During the 1990s and through 2008, significant emphasis was placed on the use of research to determine how children learn to read and why some students struggle with reading. Early literacy achievement, however, is not necessarily a guarantee that literacy skills will continue to grow as students move beyond Grade 3. In Reading Next, it is noted that: Recent National Assessment of Educational Progress (NAEP) reading results indicate that efforts to improve K–3 literacy are paying off at the 4th-grade level, but these improvements do not necessarily translate into better achievement among adolescents… Comparing the most recent NAEP results for all three grade levels (i.e., 4, 8, and 12) to those from 1992, the percentage of students scoring proficient has significantly improved among 4th graders, but not among 8th and 12th graders. (Biancarosa & Snow, 2006, pp. 7–8) Scores at the secondary level, where there has been relatively little investment, have remained flat since the 1970s (Heller & Greenleaf, 2007). The following observation from Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success sums up the challenges faced after Grade 3: The truth is that good early literacy instruction does not inoculate students against struggle or failure later on. -
ULMER - Introduction: Electracy 1 to Comment on SPECIFIC PARAGRAPHS, Click on the Speech Bubble Next to That Paragraph
ULMER - Introduction: Electracy 1 To comment on SPECIFIC PARAGRAPHS, click on the speech bubble next to that paragraph. There is an analogy for what we are doing when we collaboratively explore the possibilities of new media. We are to the Internet what students of Plato and Aristotle were to the Academy and Lyceum. When the Greeks invented alphabetic writing they were engaged in a civilizational shift from one apparatus to another (from orality to literacy). They invented not only alphabetic writing but also a new institution (School) within which the practices of writing were devised. Here is the salient point: all the operators of “science” as a worldview had to be invented, by distinguishing from religion a new possibility of reason. Electracy similarly is being invented, not to replace religion and science (orality and literacy), but to supplement them with a third dimension of thought, practice, and identity. “Electracy” is to digital media what literacy is to alphabetic writing: an apparatus, or social machine, partly technological, partly institutional. We take for granted now the skill set that orients literate people to the collective mnemonics that confront anyone entering a library or classroom today. Grammatology (the history and theory of writing) shows that the invention of literacy included also a new experience of thought that led to inventions of identity as well: individual selfhood and the democratic state. Thus there are three interrelated invention streams forming a matrix of possibilities for electracy, only one of which is technological. There is no technological determinism, other than the fundamental law of change: that everything is mutating together into something other, different, with major losses and gains. -
Adolescent Literacy: Evidence-Based Instructional Strategies - Why, What, and How
Training & Technical Assistance Center P.O. Box 8795 Williamsburg, VA 23187-8795 Adolescent Literacy: Evidence-Based Instructional Strategies - Why, What, and How For more information contact: E-mail: [email protected] Phone: 757-221-6000 or 800-323-4489 Website: http://education.wm.edu/centers/ttac/index.php 2 Adolescent Literacy: Evidence-Based Instructional Strategies - Why, What, and How (All links are listed at the end of this document and are hyperlinked to the words highlighted in blue.) Reading achievement among adolescents has become a national concern highlighted by the National Assessment of Educational Progress (NAEP) results reported over the last 10 years (NAEP, 2009). These data show little progress in fourth- and eighth-grade reading comprehension skills over the past decade, with 30% of students in eighth grade reading two or more grade levels below their enrolled grade (Alliance Fact Sheet, September 2010). The most recent OECD Programme for International Student Assessment (PISA; 2009) results mirror these concerns, with the United States ranked 14th among all participating nations in reading skills. On a more local level, data from the Virginia Standards of Learning (SOL) assessment indicate that only two-thirds of Virginia students with disabilities in grades 4 through high school meet the required minimal level of mastery of grade-level reading standards. While improvement has been noted, and multiple measures (i.e., Virginia Grade Level Alternative -VGLA) have been provided, students with disabilities continue to be challenged in meeting the minimal standards in reading across the state and nation. This dismal situation has prompted questions about the future capacity of this group to assume productive leadership roles within an increasingly global culture.