tag:blogger.com,1999:blog-1425763622826661260.post6576422367462125422..comments2023-04-16T05:30:01.220-07:00Comments on Twenty-One Pages: The MultiLiterate StudentMary Stewarthttp://www.blogger.com/profile/02242891662252298300noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-1425763622826661260.post-88687926023168401582012-03-05T12:44:57.686-08:002012-03-05T12:44:57.686-08:00Yes, I think you're right that we need to thin...Yes, I think you're right that we need to think about communication and reader goals, but I also wonder how explicitly we should be teaching these things? Do we want to give students the traditional academic vocabulary surrounding composition, communication, and reading, or do we want to teach the skills more indirectly through the practice of composing and reading online? <br /><br />MaryMary Stewarthttps://www.blogger.com/profile/02242891662252298300noreply@blogger.comtag:blogger.com,1999:blog-1425763622826661260.post-39138285074953739712012-03-05T11:01:39.544-08:002012-03-05T11:01:39.544-08:00Mary,
The parallels you draw between a multiliter...Mary,<br /><br />The parallels you draw between a multiliterate student in composition (traditional sense) and in digital environments seem useful in characterizing literacy views for a print composition paradigm and literacy views for a digital composition paradigm. <br /><br />In the move towards multimodal composition, we certainly don't want students to lose the ability to write, to evaluate and interpret others' writing, and to effectively communicate ideas via text. But we do want them to think beyond writing and texts--to think about how communicating meaning happens (or might happen) in digital environments. We want them to be critical users of technology, to understand the possibilities and limitations of using different modes and mediums to communicate meaning and engage "readers." Composing in digital environments offers students so many more choices--we want their choices to be informed ones, demonstrating awareness of social, political, and historical contexts.<br /><br />I agree with your statement that a "digitally literate student knows enough about a technology to accomplish her composition goals." To achieve one's goals in a digital environment, one needs to be able to use, question, and communicate (through) a technology. Do you think it makes sense to expand your definition of a digitally literate student to include a focus on communication and reader goals?<br /><br />Thanks for sharing your useful insights!<br /><br />Cheers,<br />RebekkaRebekkahttps://www.blogger.com/profile/01376276588462479378noreply@blogger.com