accessing embodied delivery through multimodal composing & teaching Bre Garrett Writing to me seems like walking down an endless train track. You know that your voyage will eventually end at a station, but the track seems to be stretching forever. Stepping from one cross bar to the next is a struggle, but it also gives a feeling of success and, in the end, it will get you to your destination. Lana, student with disability English 104, Writing Studio
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accessing embodied deliverythrough multimodal
composing & teaching
Bre Garrett
Writing to me seems like walking down an endless train track. You know that your voyage will eventually end at a station, but the track seems to be stretching forever. Stepping from one cross bar to the next is a struggle, but it also gives a feeling of success and, in the end, it will get you to your destination.
Lana, student with disabilityEnglish 104, Writing Studio
What is embodied delivery?
What happens when we use embodied delivery as a heuristic to teach new media production?
How does embodied delivery, as a rhetorical concept, inform new media production and
writing pedagogy?
Presentation Frame: Guiding Questions
Contexts/Methods of Research
Teacher-research• Participant-Observation• Interviews with students• Case-Studies
Nick’s BlogUnintentional Re-inscription of Norming
Public delivery:• Office of Disability Resources• Youtube, 3114 views• High School Guidance Counselor
“I am thinking about how my video will affect the audience and how they will respond to my video.” - Nick
Sally’s BlogIdentification Across Difference
I should have paid more attention to the race and ethnicity aspects of sororities…I wish it [video] was more diverse than it is. I end up excluding audiences when that was not my intention” –Sally
“Three places other than Youtube that I will circulate my video is on Facebook, Attached in emails to friends, and printed out on CDs for people without access to the internet to watch.”
What do we gain from embodied delivery as a heuristic?
Author
Message Audience
▲ Embodied literacies differ for each writer
▲ Production as multimodal invention and delivery
▲ Delivery as an early-stage composing concern that consists of micro-processes – opportunities for reflection and intervention
▲ Including bodies, alongside technologies, as materials dimensions of composing
Embodied Delivery: New Media Production & Writing Studies
▲ Triangulation of outcomes, curricular design, and delivery▲ Assessment inclusive of student feedback▲ Mentoring teachers through collaborative research
▲ Studio Pedagogies: a space of doing through in-class collaboration, invention, and research.
Can we invent for a more accessible delivery—and as teachers be okay with “a rhetoric of difference”? (Kristin Lindgren “Bodies in Trouble”)
Embodied Delivery: Pedagogical Implications
Accessing Embodied Delivery
▲Designing accessibility for different bodies▲New media production as a space that opens access and bodily affordances – but not without direct intervention▲A critical discussion of unintentional norming and exclusion▲Reconsideration of identification across difference
▲A Pedagogy of Universal Design (Jay Dolmage, “Mapping Composition”)
How can we, as teachers, counter/challenge “institutional steep steps” (Dolmage) when teaching new media production?
And, how can we teach student-composers to foreground embodied delivery, casting the widest net possible for audience reception and participation?