Although I have thought and written about multimodality for some time, how amazing to apply the principles myself. It made so many aspects of what I do and think about come alive. Though I will admit to feeling more lost than I did before (and intimidated).
I enjoyed reading Takayoshi and Selfe and Brandt readings. I will use Takayoshi and Selfe reasoning in their chapter and Brandt's work helps understand cultural stories behind literacy.
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Reading Brandt always helps take me back to the heart of what we focus on in the field of rhet and comp—individuals and how their literacy practices emerge and influence their lives. I appreciated the “piling up” and “extending out” metaphors for explaining the complex and sometimes competing literacy practices. Reminds me that each student I encounter is in fact a complex network of literacy influences—some that facilitate success in the traditional text-based classrooms and some that create barriers. Seems odd (can’t think of a better word) that on one hand multi-modality is as old as illuminated manuscripts—something so very not new. On the other hand, the emergence of digital composing and communicating has created an accumulating and layering of media mediated literacy practices— something that feels so very new. Because our way of talking about communication uses the language of the screen as the common vernacular and we understand that complex meanings can be created independent of text, then there is a cogent and convincing argument for why digital technologies and composing should be taken seriously and be incorporated into general education curriculum. Daley echoes Cindy and Pam Takayoshi’s emphasis on placing all the means of persuasion at our students’ disposal—adding new important tools to their persuasive toolbox, so to speak. I feel like today I made a tiny step toward learning how to work more effectively in digital composing and look forward to being able to pass it along to my students.
Thanks to all the facilitators for a great first day.
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