C4 Panel Theme: Pedagogy
Presenters for this session
|Cultural Pedagogies and the Imperative of Difference: Update in Progress||
Scholars, such as Bruce Horner, Timothy Lockridge, and Cynthia Selfe have recently tried to revise the relationships between transligualism and transmodality. This project of revision relies on a few critical observations. First, translingualism proposes a more dynamic vision of cultural theory and pedagogy. Second, translingualism has remained, for the most part, focused on language issues. Cultural practices, however, engage with other forms of composing that involve a variety of media. Third, when translingual and multicultural approaches have integrated other forms of composing, the resulting work has primarily relied on a mode-based logic. Unfortunately, a mode-based view of cultural composition is outdated in the context of more recent frameworks (e.g., post-medium and transmedia approaches). In this presentation, I argue that the struggle to move translingualism and cultural theories forward comes from the inability to profoundly revise the notion of cultural difference. To re-envision this notion, we should consider the transformative role of digital technologies. As long as we are camped in mode-based models of composing, we won’t be able to articulate a fuller understanding of cultural difference. The notion of difference makes sense only as an operational concept.Digital technologies and new media do not serve, reflect, or create cultural difference. They re-structure it continuously, they interface it, and they interfere with it. In this sense, cultural difference may be better defined in terms of data sets, navigation, and interactivity. To support this argument, I present a series of examples that explore these notions across different digital platforms.
|Interventions, Inventions, Literacies, Pedagogies, Writing Studies||difference, translingualism, Multimodality, transmedia||Lavinia Hirsu|
|Smart Syllabus, Smart Student: A Practical Technology Intervention to Improve Document Design and Clarify Pedagogical Goals in the Classroom||
In an increasingly image and text-saturated world, how can the humble class syllabus and assignment sheet compete to draw student attention and focus? How does a busy instructor become a stand-out graphic designer and bring renewed purpose to classroom documents, turning them toward pedagogical ends? By analyzing and deploying often overlooked features of Microsoft Word instructors can become better designers, putting their syllabus and classroom documents to work through strategic focus, emphasis, and repetition of design elements. This intervention will offer practical solutions to instructors who might be hesitant to think of themselves as designers.
|Interventions, Pedagogies, Technologies, Usability / User Experience||Megan O'Connor|
|“Refreshing the page: Neo-Retro Interventions in Writing Practice”||
Based on a grant-funded research project, this presentation explores whether we can disrupt the new normalization of digital writing through a seemlingly retro return to more material/physical composition techniques as a way of providing productive interventions into students' writing practice.
|Interventions, Inventions, Pedagogies, Technologies||online writing||Christine Alfano|