Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/46928

Aiming Introductory Composition Course Design Towards Transmedial Digital Literacy Presentation

Item Summary

Title:Aiming Introductory Composition Course Design Towards Transmedial Digital Literacy Presentation
Authors:Yoshinaga, Ida
Keywords:Digital humanities
digital rhetorics
media literacy
information literacy
digital sources
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.
Pages/Duration:13 pages
URI/DOI:http://hdl.handle.net/10125/46928
Appears in Collections: Breakout 05, Panel 01: Digital Literacy


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