Upload
pfeliciab
View
403
Download
0
Embed Size (px)
DESCRIPTION
Multimodal Community Literacy Units
Citation preview
Literacy and Community Service Learning Multimodal Advanced Composition Course
Pauline F. Baird
Composition makes sense in practice. Literacy is understood when students confront their own ways of becoming literate and the forces- identity and power - that help shape their literacy development process and understandings. Through their multimodal literacies students will learn more about community, literacy and how to engage their rhetorical skills to serve others. Scholars believe that writing ‘for’, ‘with’, ‘by’ and ‘about’ the community allow students to take on civic minded dispositions (Deans, Sheridan, Julier, Hea, Blair, Selfe).
Literacy, Service Learning and Multimodal Composing: Rationale
Engaging with texts is only one aspect of literacy. In a highly technical
world, students in 200 level composition class at the University of Guam will use
various technology to communicate and interact with, for and about the
community. Selfe (“Movement of Air) and Grabil (Writing Community Change)
among others believe that internet technologies, for instance, affords students
opportunities to make these literacies meaningful in practical ways that make them
critical composers. With Grabil in mind, the students will learn to use computer
software: PowerPoint, MS Word, Print Capture; cameras and video, and other
resources such as the WWW and personal digital technology they already have for
multimodal composition.
Community Organization: Audience
I have chosen the Island Girl Power (IGP) a local organization as the community for
service – learning engagement. IGP trains ladies ages 7-14 (living on Guam) to
develop their academic and social skills. The ladies are from Guam and the islands
of Micronesia. IGP offers social options for ladies who are at risk for suicide, teen
pregnancy, delinquency and substance abuse. Classes include jump rope, cooking,
journaling, computer science and story writing. It invites qualified volunteers to
teach a class on a Saturday morning. The invitation gives the students a sense of
agency because it is the organization that is reaching out for services. A
multimodal literacy project is suitable for the age, benefits and interests of IGP
members. It is regarded as a model for enacting Gee’s identity kit of ―saying
(writing)-doing-being-valuing-believing combinations (p. 256) with multimodalities.
Students will write with a purpose.
I have visited the organization and have had contact with the IGP organizer
and expressed my desire to offer a class. For this class, students will engage in
several projects that do not make direct contact with IGP participants. The
organizer will be involved throughout the course to provide feedback, approve
plans and give permissions and set up appointments. Students will prepare
themselves to write about and for the organization reflecting, practicing primary
and secondary research, exploring ideas and literacy skills, before while preparing
the project. In the end, I envision that students will empower the ladies with their
literacy narratives they have created and shared.
Introduction to Modules
There are 4 (3-4 week long) modules in this course. The modules are
designed to accommodate smaller projects and larger projects in a manageable
time. Along with each module, there are objectives that reflect the larger course
objectives. These objectives will work to help remind students and the teacher of
the goals. Each module has an accompanying assignment sheet that has step by
step instructions for student’s assignments and grading rubric. Because the course
material and syllabus will also be placed online, a module format will be
compatible with a weekly course layout here students can see each module
separately.
Module 2Class: ENG 200- Multimodal Advanced Composition
Time: Mon/Wed 11:20 – 12:50 (90 mins)
Prerequisites: Students must have: Completed FYC courses
Enrolled in MOODLE of at least 1 semesterA Computer or digital writing device with software/ programs such as PowerPoint, MS word (full suite)Thumb drive or external drive
Module Description: This module is 4 weeks long. Students will study chapter 2 “Literacy as Power”, complete a small literacy project (definition) with the Guam Island Girl Power in mind. They will share a project with the coordinator –partner and solicit feedback if possible.
Theoretical Frameworks:Group interactivity: (learner-centered activities, socially constructed learning process); Multimodal and CLT (communicative language teaching): use of several modalities – listening, speaking, reading, and writing.
Learning Objectives: Literacy Definition EssayYou will compose a passing essay ---Given a text book chapter, and 2 YouTube video resources on literacy, you will participate in the following and
read/view, discuss and annotate information on literacy to form your own definition of literacy
reflect on definitions of literacy write 500-700 words of notes in your academic journal in MOODLE forum
that include opposing views of literacy (including your own). Write a refutation to the opposing views using the resources given or others
you wish. respond to 2 classmates’ journal posts in the discussion forum create a 500 word essay of your definition/s, argue for your definition using
the reflections, counterarguments and refutation o your audience is Island Girl power audience --- ladies 7-14 years old
Review essay drafts of your peers in small groups using the Common Core rubrics
Demonstrate how to use an online image editing tool.
Week 5Mon
Read, annotate and discuss Chapter 2: “Literacy as Power”Begin Academic JournalTech demo: Pxlr (annotating images) http://pixlr.com (Group 1 assignment)
Write notes and watch video: The meaning of Literacy in the 21st centuryhttp://www.youtube.com/watch?v=d9ZRDRPqoXos
Wed
Literacy Definitions Project DiscussMini- Lesson (Teacher): Writing your life pp. 25-29Discuss: The meaning of Literacy in the 21st century VideoView and discuss: What is literacy? http://www.youtube.com/watch?v=3zXDwiwhTCMConsider what your own meaning of literacy is. How so? Consider what other’s perspectives are. What do these perspectives have in common? How do they differ?
Write notes and reflections: http://www.youtube.com/watch?v=3zXDwiwhTCM
Continue writing your Academic Journal
Week 6Mon
Framing the argument and tentative planTech demo: Pxlr (annotating images) http://pixlr.com/
Academic Journal DueRespond to 2 classmates (Academic Journal 3)
Wed
Peer reviewing (Bring an electronic or paper cop to class.
Essay Due in MOODLE at the assignment link
Journal Grading:
Instructions: Read this entire document before you begin any assignment.
Academic Journal Assignment 3You have read the first 2 pages on the chapter on literacy. Write (in your journal) about 500 – 700 words answering the following questions:
1. How has a piece of writing you did impacted you and others (immediate community / wider community)?
2. How do you view your own literacy or definition of literacy using a narrow definition of literacy (the ability to read and write) p. 68-69?
3. Do you agree with the narrow definition? Why? What are some might opposers say?
4. In a sentence or two what image would you say best describes literacy?5. Describe what knowledge or skills, in your view, characterizes a literate person vs.
and illiterate person. (Don’t settle for the narrow definition “ability to read and write).After you have posted your work in the forum, please read and respond to at least 2 of your classmates. You may complete your responses outside of class.
Due Date: Monday Week 6 online (at the assignment link) before class time
Assignment has all the requirements 20 points (2 points will be deducted for each
missing part)
Essay Grading: Persuasive Essay Rubric: Common Core for Reading and Writing StandardsBased on Common Core Standards for Reading/Writing in History/Social Sciences (www.corestandards.org)Note: Students must MEET or EXCEED standard on the asterisked indicators in order to meet standard on the essay Exceeds Standard Meets Standard Almost to Standard Below(A) (B) MUST REWRITE Standard=no R/W
Thesis/Claim Thesis/Claim is precise, knowledgeable, significant, and distinguished from alternate or opposing claims
Thesis/Claim is precise and knowledgeable, and answers the prompt (W1)
Thesis/Claim may be unclear or irrelevant, and/or may not answer prompt
Thesis/Claim is missing
*Use of Evidence
Develops the topic thoroughly by selecting the most significant and relevant facts, concrete details, quotations, or other information and examples from the text(s)
Skillfully integrates information into the text selectively to maintain the flow of ideas and advance the thesis
Skillfully assesses the strengths and limitations of
Develops the topic by selecting significant and relevant facts, concrete details, quotations, or other information and examples from the text(s) (W2)
Integrates information into the text selectively to maintain the flow of ideas and advance the thesis(W8)
Assesses the strengths and limitations of each source (W8)
Attempts to develop the topic using facts and other information, but evidence is inaccurate, irrelevant, and/or insufficient
Attempts to integrate information into the text selectively to maintain the flow of ideas and advance the thesis, but information is insufficient or irrelevant
Attempts to assess the strengths and limitations of each source, but
Does not develop the topic by selecting information and examples from the text(s)
Does not integrate information from the text
Does not assess the strengths and limitations of each source
Instructions: Read this entire document before you begin any assignment.
Literacy Definition Essay Write an essay of 500 words in which you define literacy and give reasons for your definition. In your body paragraphs, use examples and evidence to support your definition. Present opposing views and say what you agree with and do not agree with. Finally sum up your paper ending in favor of your definition. Your paper should be:
1. Framed with a thesis2. Include the main components of an argument as explained above.3. Show clear use of examples and evidence (that you have used the sources provided)4. Reviewed by your classmates5. Save your work in MS word as a doc file with your name in it.
Example: marykayliteracdefinitionesssy.doc
Due Date: Wednesday Week 6 online (at the assignment link) before class time
each source misinterprets information
*Use of Analysis
Skillfully draws evidence from informational texts to support analysis and thesis/claim
Skillfully delineates and evaluates the argument and specific claims in cited texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient
Skillfully identifies false statements and fallacious reasoning
Draws evidence from informational texts to support analysis and thesis/claim (W9)
Delineates and evaluates the argument and specific claims in cited texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient (R8)
Identifies false statements and fallacious reasoning.(R8)
Attempts to draw evidence from informational texts to support analysis and thesis/claim but evidence is insufficient and/or irrelevant
Attempts to delineate and evaluate the argument and specific claims in cited texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient, but analysis is insufficient
Attempts to identify false statements and fallacious reasoning, but argument is incomplete or insufficient
Does not use evidence from the informational texts to support analysis and/or thesis/claim
Does not delineate or evaluate claims in text
Does not identify false claims or fallacious reasoning
*Organization,Writing Style
and Conventions
Organization skillfully sequences the claim(s), counterclaims, reasons, and evidence.
Provides a concluding
statement or section that
skillfully follows from or
supports the argument
presented
Skillfully produces clear, coherent, sophisticated writing in which the development, organization, and style are appropriate to task, purpose, and audience
Organization logically sequences the claim(s), counterclaims, reasons, and evidence.(W1)
Provides a concluding
statement or section that
follows from or supports
the argument presented
(W1)
Produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (W4)
Attempts to create a logical organization, but may be missing some elements of the assignment, such as a counterclaim
Attempts to provide a concluding statement or section that follows from or supports the argument presented, but statement does not support thesis
Attempts to produce clear and coherent writing, but errors in conventions and writing style detract from understanding
Does not provide logical organization
Does not providea concluding statement or section that follows from or supports the argument presented
Does not produce clear and coherent writing
Score for this draft: ______________ Teacher notes and additional comments:Retrieved from www.hfcsd.org/.../files/common%20core%20persuasive%20rubric.doc
Learning Objectives: Use one or more communication tools to compose an essay
You will compose a multimodal passing essay---Given your written essay draft, and sample projects and other resources on multimodal composing you will participate in the following and
access one text tool (Pxlr) access one audio or video tool (screen capture; camera/ computer audio
recorder) compose a low- tech or mid-tech multimodal essay which you turn your
essay into a composition that used at least 2 modalities (text and sound/visuals) to be shared electronically of in class.
Your project could be any of the following: You will choose an appropriate mode of publication inclusive of, but not
limited to: poster, audio-visual/photo essay with captions/ video / screen capture / collage/ and the like.
You will compose this project for the IGP coordinator as a proposal for sharing with the girls.
Review essay drafts of your peers in small groups using the Common Core rubrics
Week 7Mon
Literacy Definition cont’dShare think piece with a partner. Explanation of a multimodal essay: Viewing samples and discussing the kinds of technology needed.Tech demo Camera phone and audio (using and downloading) - Group 2:
Script: Narrative of 1 -2 page in lengthImages: found or your ownPlan: Storyboard or sketchesExamples of tech levels: HiTech e.g. Video; MidTech e.g. PowerPoint/ digital collages; LowTech e.g Paper poster / collage with images
Wed
Planning and Drafting- conferences Tech demo Group 2: Camera phone and audio (using and downloading)
Planning and drafting (see progress work sheet)For a specific audience
Week 8Mon
Why Mulitmodality?Using paper and pencilDiscuss: Social Networking in Plain English: http://www.dailymotion.com/video/x2ebea
Reflections on the use of multimodal tools for composing. Concerns about the multimodal essay.
Reflections on project in academic journalView photo essays When students and technology collide: http://shepatte.blogspot.com/2008/05/when-technology-student-collide.htmlMy life in an Urban slum: http://www.unicef.org/bangladesh/7540.html
Wed
Conferences ( sample of the story board) Gathering content
Instructions: Read this entire document before you begin any assignment.
Literacy Definition Essay Compose an essay using at least 2 modalities. This essay is based on your written essay.
Your project should have:1. a clear focus2. text and visual/sound/images (appropriate for minor girls)3. a storyline4. a frame - with a thesis5. a clear ending6. had revisions based on suggestions of your peers7. presented in a suitable format online or in class.
Due Date: Wednesday Week 11 online (at the assignment link) before class time
What can your project look like?Here are some samples:
Social Networking in Plain English: http://www.dailymotion.com/video/x2ebea
This is a YouTube video that makes use of paper cut-outs and markers for composing.My life in an Urban slum: http://www.unicef.org/bangladesh/7540.html
This is a photo essay with captions published as a videoWhen students and technology collide: http://shepatte.blogspot.com/2008/05/when-technology-student-collide.html
This is a photo essay with text and images published in Slideshare.
Where should we get content?“Anywhere you can! Use your imagination. You can draw. You can use a camera. You can record conversations, interviews, you can talk. You can use the internet – Creative Commons. And so on! Just be sure that you use graphics (other visuals) and technology as you see fit to demonstrate your definition of literacy. Include an accompanying paragraph to defend this definition. Include at least 2 sources – you can use the textbook as one source. (Please find instructions on how to cite at http://bcs.bedfordstmartins.com/resdoc5e/index.htm )”
Work /Progress Sheet***
1. Audience:
2. Topic:
3. Purpose/Main focus:
4. Your literacy definition:
5. Opposing definition/s:
6. Multimodal tools you plan to use.
7. Think: How will you compose the essay? Video / Poster / PowerPoint, collage & you need use at least 2 modalities- e.g. images, text, sound etc.
8. What technical help do you need? Who in the class can help you?
9. Write or sketch your plan for what is going to be happening in your visual presentation. (Make it as complete as possible (colors, describe sound, show texts etc.)
10. What do you need help with?
11. Use the grading rubric to see if you are on track. What are you concerns?
(Worksheet inspired by Selfe “Mulitmodal” p. 155-156)
Final Draft Grading RubricsFocus and Unity
1.
Does the project address one topic (literacy)? ______/20
2.
Does the project provide an obvious focus using 2 or more multimodal tools?
______/20
3.
Is there strong balance of images, texts (sound) that support the focus?
______/20
4.
Are there any images that offer a counter-argument? ______/15
5.
Does the accompanying paragraph provide adequate information about why you choose this definition? Is there supporting documentation (2 citations?)
______/20
6.
Do the combination of elements: text sound, video, narration, and visuals contribute to a recognizable style in the project?
Audience6.
Is the essay composed for an elementary to high school age audience (7-14 IGP audience)?
______/25
Writing7.
Are appropriate writing, content, and layout strategies demonstrated?
clear visuals age appropriate visuals creative layout
______/20
10
clear legible fonts – size and color clarity of Thought appropriate subject/verb Agreement
Total Score
Works Cited
Deans, Thomas. Writing and Community Action: A Service-Learning Rhetoric with
Readings. New York: Longman, 2003.
Gebardt, Richard. “The Subject is Writing”. JAC 1. 1980. Web.
Gee, James Paul. “Literacy, discourse, and linguistics: introduction and what is
literacy?” A Critical Sourcebook. Boston: Bedford / St. Martin's, 2001. pp. 533.
Print.
Jeffrey, Grabill. Writing Community Change: Designing Technologies for Citizen
Action. Cresskill, N.J.: Hampton Press, 2007.
Selfe, Cynthia. Multimodal Composing: Resources for Teachers. NY: Hampton.
2007.
11
Selfe, Cynthia. ‘The movement of air, the breath of meaning: aurality and
multimodal
composing.” College Composition and Communication, 60. 2009. Pp. 616-
663. Web.
12