Get e-book Multiliteracies for a Digital Age (Studies in Writing & Rhetoric)

Free download. Book file PDF easily for everyone and every device. You can download and read online Multiliteracies for a Digital Age (Studies in Writing & Rhetoric) file PDF Book only if you are registered here. And also you can download or read online all Book PDF file that related with Multiliteracies for a Digital Age (Studies in Writing & Rhetoric) book. Happy reading Multiliteracies for a Digital Age (Studies in Writing & Rhetoric) Bookeveryone. Download file Free Book PDF Multiliteracies for a Digital Age (Studies in Writing & Rhetoric) at Complete PDF Library. This Book have some digital formats such us :paperbook, ebook, kindle, epub, fb2 and another formats. Here is The CompletePDF Book Library. It's free to register here to get Book file PDF Multiliteracies for a Digital Age (Studies in Writing & Rhetoric) Pocket Guide.

The bibliography below is by no means comprehensive, but it should provide a good starting place. Before you explore these readings, you might want to take a look at the following statements from NCTE, which help clarify the pedagogical rationale for integrating digital composition into writing instruction at both the high school and college level.

Selber, Multiliteracies for a Digital Age – Earth Wide Moth

Articles with hyperlinked titles are available for free on the web. Ball, Cheryl E. Daley, Elizabeth. Because Digital Writing Matters. Jossey-Bass, Published for the National Writing Project. Hicks, Troy. The Digital Writing Workshop. Portsmouth, NH: Heinemann, Lunsford, Andrea.


PDF on Google Docs. New London Group. Harvard Educational Review 16 Spring Selfe, Cynthia, ed. Multimodal Composition: Resources for Teachers. NY: Hampton, Sheppard, Jennifer. Yancey, Kathleen. Full Name Comment goes here. Are you sure you want to Yes No.

Be the first to like this. No Downloads. Views Total views.

Shop by category

Actions Shares. Embeds 0 No embeds. No notes for slide. Book details Author : Stuart A. Selber pdf, Read Stuart A. If you want to download this book, click link in the last page 5. So work through them carefully. I will also provide video tutorials and additional help along the way as needed. You can also draft in Code Academy so you can see the live webpage as you work, but make sure to cut and paste your work back into a Notepad document and to save it.

You can also right click on any webpage and see the HTML code operating behind the scenes. Our course website will house valuable information about Digital Writing Environments that other students can use when they come through this course.

Analyzing and Assessing Multimodal Compositions: A Bibliography

Take the public presentation of your work for this course seriously. We will publish our sites on a public server. Once your group figures out a topic and question to focus on for the website, start to consider the content you will make. There are four total HTML quizzes.

The quizzes line up with the code academy tutorials to encourage completing the quizzes while completing each tutorial or immediately following the completion of the tutorial.

Professional Statements

One advantage of using Code Academy is that it provides dual screens for the users to see their HTML file page and what that file page looks like loaded in a browser window. Students meet in their website groups four to six times during class time for at least minutes.

Each web group turns in two formal web page outlines that detail their web project. Each group is also responsible for a hand-drawn wireframe in the second web outline. Students draft the website and get feedback from the class twice before completing the project. In the next website outline I ask each group to submit an updated version of their Web Page Outline to the collaborations page. Web Page Outline 2 must include a wireframe.

It should be about pages and include the following information:. Using a writing and rhetoric pedagogical frame to teach students HTML and CSS provides them a way to learn and practice markup languages while designing web projects that answer important questions or address relevant problems.

Rhetorically situating the assignments can enhance how students see the value and applicability of knowing and using mark up languages. Working in groups gives students more opportunities to learn HTML and CSS from their classmates, to ask each other questions about mark up languages, and to help each other answer those questions. Each team member must be able to speak to and identify all of the tags and mark up language used on their team's website that were required for the assignment.

Section Links. Chapter 6 Sections. Last: Chapter 5. Next: Chapter 7.

Below is a screenshot of the social media literacy website homepage that a group of five students created: I argue that having a rhetorical purpose and audience for the website assignment improves the teaching and learning of HTML and CSS. Writing-to-Learn Writing-to-learn theory [ 5 ] ; [2]. Multimodal Theory and Learning I also use multimodal learning principles [ 8 ] ; [ 13 ] ; [ 1 ] ; [ 6 ] ; [ 10 ]. What Will Be on the Website? The CSS page should address all of your style choices: font styles, alignments, and sizes, and the color of fonts and backgrounds.

Content about something specific that students taking this course would benefit from knowing. As noted above, each group MUST create and add content to their webpage like infographics, videos, graphs, charts, and written text.

Post navigation

A group reflection about what each of you learned from this project and the decisions and composing processes involved in creating the project. Turn this in as a separate word document attachment. What did you produce, and does it create value for your users? This involves what you actually do with your CSS pages. Font styles, sizes, color, etc.