• Multimedia Composition: Inclusion in a Digital Age

    Author(s):
    Amy Vidali
    Editor(s):
    Melanie Yergeau
    Date:
    2020
    Item Type:
    Syllabus
    Tag(s):
    DPiH, DPiH Disability, DPih Syllabus, Audio, Student work, Access, Digital pedagogy, Composition, Interdisciplinary
    Permanent URL:
    http://dx.doi.org/10.17613/9g7w-0w84
    Abstract:
    Curatorial note from Digital Pedagogy in the Humanities: Amy Vidali’s upper-level undergraduate seminar employs inclusivity as a lens through which to reassess common methods in multimodal composing: visual rhetoric, auditory rhetoric, and hypertextual rhetoric. For instance, Vidali asks students to consider how Temple Grandin’s Thinking in Pictures complicates some of the common assumptions that visual rhetoric scholarship imparts about seeing and knowing. The curriculum is structured evenly across texts from digital rhetoric and disability studies, with works from each field spanning genre and mode. In keeping with the diversity of course texts, Vidali asks students to compose broadly. Assignments include analyzing a personal experience in comic form; a musical genre analysis, in which students present their findings through podcasts; and an accessibly designed hypertext. Instructors will find Vidali’s syllabus a useful launching point for assignment and reading ideas, but perhaps most notable is the syllabus’s attention to accessibility (see, for example, the disability inclusion statement) as well as its embedded links to the course blog, which features student writing.
    Notes:
    This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/.
    Metadata:
    Status:
    Published
    Last Updated:
    4 years ago
    License:
    Attribution-NonCommercial

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