東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

New Media, Multiliteracies, and the ...

Khadka, Santosh.

Linked to FindBook

Google Book

Amazon

博客來

New Media, Multiliteracies, and the Globalized Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	New Media, Multiliteracies, and the Globalized Classroom./
Author:	Khadka, Santosh.
Description:	235 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
Subject:	Rhetoric. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3629385
ISBN:	9781321062274

New Media, Multiliteracies, and the Globalized Classroom.
Khadka, Santosh.

New Media, Multiliteracies, and the Globalized Classroom. - 235 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--Syracuse University, 2014.

New Media, Multiliteracies, and the Globalized Classroom contends that changing demographic diversity in American higher education and increasing globalization call for curricular and pedagogical transformation of writing courses. The writing curriculum for "globalized classrooms" should be responsive to the resources students bring with them to the classroom and cultivate in them the multiple literacies---both old and new---needed to successfully navigate an increasingly global workplace and a complexly interwoven world. The scaffolding of students' natural meaning making capacities, and teaching of multiple literacies, such as visual, academic, critical, digital, multimodal, and intercultural, should take place simultaneously in the writing classes for "new literacies are in a synergistic, reciprocal, and constantly evolving relationship with older literacies" (Swenson et al. 357). The interplay of new and old literacies in literate activities in the academy and professions can lead to productive interactions and work. In fact, this study is an experiment with and investigation into how diverse students in a sophomore level writing class in a large research university in the U.S. North East responded to a curriculum and pedagogical approach framed around the idea of multiple literacies. The pilot course drew insights and resources from some closely aligned fields of new media, globalization, World Englishes, intercultural communication, literacy studies, and media studies, exploring and exploiting the potentials these intersecting fields have for improving the practice of teaching writing to a diverse body of students. It took a multiliterate approach to teaching writing in its expanded sense with assignments in multiple media and modes---alphabetic and digital literacy narratives, rhetorical analysis of a digital artifact (music video, ad, cartoon/movie clip etc.), argument essay, remediation of argument essay into web forms for local and global audiences, collaborative documentary production, blogging, and small group presentations.

ISBN: 9781321062274Subjects--Topical Terms:

516647
Rhetoric.

New Media, Multiliteracies, and the Globalized Classroom.
LDR:02921nmm a2200265 4500 001 2065485
005 20151205152003.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321062274
035 $a (MiAaPQ)AAI3629385
035 $a AAI3629385
040 $a MiAaPQ $c MiAaPQ
100 1 $a Khadka, Santosh. $3 3180186
245 1 0 $a New Media, Multiliteracies, and the Globalized Classroom.
300 $a 235 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Advisers: Eileen E. Schell; Iswari P. Pandey.
502 $a Thesis (Ph.D.)--Syracuse University, 2014.
520 $a New Media, Multiliteracies, and the Globalized Classroom contends that changing demographic diversity in American higher education and increasing globalization call for curricular and pedagogical transformation of writing courses. The writing curriculum for "globalized classrooms" should be responsive to the resources students bring with them to the classroom and cultivate in them the multiple literacies---both old and new---needed to successfully navigate an increasingly global workplace and a complexly interwoven world. The scaffolding of students' natural meaning making capacities, and teaching of multiple literacies, such as visual, academic, critical, digital, multimodal, and intercultural, should take place simultaneously in the writing classes for "new literacies are in a synergistic, reciprocal, and constantly evolving relationship with older literacies" (Swenson et al. 357). The interplay of new and old literacies in literate activities in the academy and professions can lead to productive interactions and work. In fact, this study is an experiment with and investigation into how diverse students in a sophomore level writing class in a large research university in the U.S. North East responded to a curriculum and pedagogical approach framed around the idea of multiple literacies. The pilot course drew insights and resources from some closely aligned fields of new media, globalization, World Englishes, intercultural communication, literacy studies, and media studies, exploring and exploiting the potentials these intersecting fields have for improving the practice of teaching writing to a diverse body of students. It took a multiliterate approach to teaching writing in its expanded sense with assignments in multiple media and modes---alphabetic and digital literacy narratives, rhetorical analysis of a digital artifact (music video, ad, cartoon/movie clip etc.), argument essay, remediation of argument essay into web forms for local and global audiences, collaborative documentary production, blogging, and small group presentations.
590 $a School code: 0659.
650 4 $a Rhetoric. $3 516647
690 $a 0681
710 2 $a Syracuse University. $b The Writing Program. $3 3180187
773 0 $t Dissertation Abstracts International $g 75-11A(E).
790 $a 0659
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3629385