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Aiming Introductory Composition Course Design Towards Transmedial Digital Literacy Presentation
|Aiming Introductory Composition Course Design Towards Transmedial Digital Literacy Presentation.pdf||3.65 MB||Adobe PDF||View/Open|
|Title:||Aiming Introductory Composition Course Design Towards Transmedial Digital Literacy Presentation|
|Date Issued:||08 Apr 2017|
|Publisher:||Honolulu: 2017 UH First-Year Writing Symposium|
|Abstract:||This generation of university freshmen--millennial "digital natives" who do not remember what it means to experience life outside of electronic media--is arguably the most writerly and readerly cohort to arise in a long time. One cannot seem to teach a college course without competing with the latest news feed, entertainment blog, live game, retweeted video, or group texts scrolling across students' mobile devices--all reading or writing activities that require new forms of information literacy. How does one redeploy this multi-medial energy, this higher volume of streamed, clicked-upon, or downloaded information, towards better student research and writing in the introductory composition course? Based on almost a year of experimentation on two UH system campuses, this paper introduces a themed approach to ENG 100, whereby papers throughout the semester address what it means for students to research, compose, write, criticize, edit, and revise in the twenty-first century, on various information and communication technology (ICT) platforms. It discusses how to build a common vocabulary of abstract concepts and socio-technological trends from communication studies, to help students critically select, then compose arguments about, various ICT media as information sources, as they self-reflectively explore about digital literacy issues through writing.|
|Description:||This talk was presented as part of Breakout Session 5 | Panel 1: "Digital Literacy." This is the full PDF of the talk's powerpoint presentation slides.|
|Appears in Collections:||
Breakout 05, Panel 01: Digital Literacy|
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