• The Problem of Multimodality: What Data-Driven Research Can Tell Us About Online Writing Practices

    Author(s):
    Amanda Licastro (see profile)
    Date:
    2016
    Group(s):
    Digital Humanities, RCWS Writing Pedagogies
    Subject(s):
    Composition, Digital humanities, Pedagogy
    Item Type:
    Article
    Tag(s):
    digital composition, digittal pedagogy, pedagogy, dh, composition
    Permanent URL:
    http://dx.doi.org/10.17613/M6FP5Z
    Abstract:
    This article investigates the writing mode, multimodal aspects, and folksonomic elements of digital composition gathered from a WordPress-based ePortfolio platform. Focusing on the student perspective, data was gathered through both surveys of first year students and text analysis of digital compositions in order to produce quantitative results that can be replicated and aggregated. This research demonstrates the impact of assignment design and platform affordances on student composition practices. Results show that incoming students do not fit the “digital native” myth, nor are they prepared to engage in digital scholarship at the college level without significant guidance and specific requirements that scaffold digital work.
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    9 months ago
    License:
    Attribution-NonCommercial

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