Taking a close look at multimodal composing as an essential new literacy in schools, this volume draws from contextualized case studies across educational contexts to provide detailed portraits of teachers and students at work in classrooms. Authors elaborate key issues in transforming classrooms with student multimodal composing, including changes in teachers, teaching, and learning. Six action principles for teaching for embodied learning through multimodal composing are presented and explained. The rich illustrations of practice encourage both discussion of practical challenges and dilemmas and conceptualization beyond the specific cases. Historically, issues in New Literacy Studies, multimodality, new literacies, and multiliteracies have primarily been addressed theoretically, promoting a shift in educators’ thinking about what constitutes literacy teaching and learning in a world no longer bounded by print text only. Such theory is necessary (and beneficial for re-thinking practices). What Multimodal Composing in Classrooms contributes to this scholarship are the voices of teachers and students talking about changing practices in real classrooms.

Taking a close look at multimodal composing as an essential new literacy in schools, this volume draws from contextualized case studies across educational contexts to provide detailed portraits of teachers and students at work in classrooms. Authors elaborate key issues in transforming classrooms with student multimodal composing, including changes in teachers, teaching, and learning. Six action principles for teaching for embodied learning through multimodal composing are presented and explained. The rich illustrations of practice encourage both discussion of practical challenges and dilemmas and conceptualization beyond the specific cases. Historically, issues in New Literacy Studies, multimodality, new literacies, and multiliteracies have primarily been addressed theoretically, promoting a shift in educators’ thinking about what constitutes literacy teaching and learning in a world no longer bounded by print text only. Such theory is necessary (and beneficial for re-thinking practices). What Multimodal Composing in Classrooms contributes to this scholarship are the voices of teachers and students talking about changing practices in real classrooms.

This book offers a comprehensive view of multimodal composing and literacies in multilingual contexts for ESL and EFL education in United States of America and globally. It illustrates the current state of multimodal composing and literacies, with an emphasis on English learners' language and literacy development. The book addresses issues concerning multilinguals' multimodal composing and reflects on what the nexus of multimodality, writing development, and multilingual education entails for future research. It provides research-driven and practice-oriented perspectives of multilinguals' multimodal composing, drawing on empirical data from classroom contexts to elucidate aspects of multimodal composing from a range of theoretical perspectives such as multiliteracies, systemic functional linguistics, and social semiotics. This book bridges the gap among theory, research, and practice in TESOL and applied linguistics. It serves as a useful resource for scholars and teacher educators in the areas of applied linguistics, second language studies, TESOL, and language education.

This book on multimodal composition is designed to help teachers of English composition expand the modalities on which they and their students draw, to go beyond the limits of texts that rely primarily on words, and to enjoy exploring the affordances - the special capacities - of video, image and sound. The book offers faculty practical help on creating multimodal assignments and working within digital composing environments. There are sample essays, advice on intellectual property concerns, sample worksheets and forms, explanations of technical terms, and useful advice about hardware, software, and digital recording equipment.

While traditional writing is typically understood as a language based on the combination of words, phrases, and sentences to communicate meaning, modern technologies have led educators to reevaluate the notion that writing is restricted to this definition. Exploring Multimodal Composition and Digital Writing investigates the use of digital technologies to create multi-media documents that utilize video, audio, and web-based elements to further written communication beyond what can be accomplished by words alone. Educators, scholars, researchers, and professionals will use this critical resource to explore theoretical and empirical developments in the creation of digital and multimodal documents throughout the education system.

Multimodal composition is a meaningful and critical way for students to tell their stories, make good arguments, and share their expertise in today's world. In this helpful resource, writer, teacher, and best-selling author Angela Stockman illustrates the importance of making writing a multimodal endeavor in 6-12 workshops by providing peeks into the classrooms she teaches within. Chapters address what multimodal composition is, how to situate it in a writing workshop that is responsive to the unique needs of writers, how to handle curriculum design and assessment, and how to plan instruction. The appendix offers tangible tools and resources that will help you implement and sustain this work in your own classroom. Ideal for teachers of grades 6-12, literacy coaches, and curriculum leaders, this book will help you and your students reimagine what a workshop can be when the writers within it produce far more than written words.

Includes CD-Rom Why are visual approaches to literacy important? Children′s experience of texts is no longer limited to words on printed pages - their reading and writing worlds are formed in multimodal ways, combining different modes of communication, including speech or sound, still or moving images, writing and gesture. This book is a practical guide for teachers in making sense of multimodal approaches to teaching writing. The book covers topics such as: - The design of multimodal texts and the relationships between texts and images - How to build a supportive classroom environment for analysing visual and audiovisual texts, and how to teach about reading images - How to plan a teaching sequence leading to specific writing outcomes - Examples of teaching sequences for developing work on narrative, non-fiction and poetry - Formative and summative assessment of multimodal texts, providing levels for judging pupil development, and suggestions for moving pupils forward - How to write, review and carry out a whole school policy for teaching multimodal writing The book is accompanied by a CD, which contains a range of examples of children′s multimodal work, along with electronic versions of the activities and photocopiable sheets from the book, and material designed for use with interactive whiteboards. It will be a valuable resource for primary teachers, literacy co-ordinators and students on initial teacher training courses.

Multimodal composition is a meaningful and critical way for students to tell their stories, make good arguments, and share their expertise in today’s world. In this helpful resource, writer, teacher, and best-selling author Angela Stockman illustrates the importance of making writing a multimodal endeavor in 6-12 workshops by providing peeks into the classrooms she teaches within. Chapters address what multimodal composition is, how to situate it in a writing workshop that is responsive to the unique needs of writers, how to handle curriculum design and assessment, and how to plan instruction. The appendices offer tangible tools and resources that will help you implement and sustain this work in your own classroom. Ideal for teachers of grades 6-12, literacy coaches, and curriculum leaders, this book will help you and your students reimagine what a workshop can be when the writers within it produce far more than written words.

"Writing, Redefined asks educators to reflect critically on the kinds of writing - and the kinds of writers - traditionally valued in school spaces and offers a compelling argument for broadening our ideas around composition in order to honor the stories, the voices, and the lived experiences of all students"--

Jason Palmeri’s Remixing Composition: A History of Multimodal Writing Pedagogy challenges the longheld notion that the study and practice of composition has historically focused on words alone. Palmeri revisits many of the classic texts of composition theory from the 1960s, 1970s, and 1980s, closely examining how past compositionists responded to “new media.” He reveals that long before the rise of personal computers and the graphic web, compositionists employed analog multimedia technologies in the teaching of composition. Palmeri discovers these early scholars anticipated many of our current interests in composing with visual, audio, and video texts. Using the concept of the remix, Palmeri outlines practical pedagogical suggestions for how writing teachers can build upon this heritage with digital activities, assignments, and curricula that meet the needs of contemporary students. He details a pluralist vision of composition pedagogy that explains the ways that writing teachers can synthesize expressivist, cognitive, and social-epistemic approaches. Palmeri reveals an expansive history of now forgotten multimodal approaches to composing moving images and sounds and demonstrates how current compositionists can productively remix these past pedagogies to address the challenges and possibilities of the contemporary digital era. A strikingly original take on the recent history of composition, Remixing Composition is an important work for the future of writing instruction in a digital age.