ERIC Number: EJ791203
Record Type: Journal
Publication Date: 2008-Apr
Pages: 10
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0040-5841
EISSN: N/A
"Convince Me!" Valuing Multimodal Literacies and Composing Public Service Announcements
Selfe, Richard J.; Selfe, Cynthia L.
Theory Into Practice, v47 n2 p83-92 Apr 2008
For some teachers, the increasing attention to digital and multimodal composing in English and Language Arts classrooms has brought into sharp relief the profession's investment in print as the primary means of expression. Although new forms of communication that combine words, still and moving images, and animation have begun to dominate digital environments and self-sponsored literacy venues (e.g., blogs, digital video, digital audio, and podcasting), print continues to prevail as "the way" of knowing (Dunn, 2001, p. 15) in many English and Language Arts classrooms. This article discusses why teachers need to adopt an increasingly broad understanding of the roles that different composing modalities play in contemporary communication. The article also outlines an assignment sequence focused on the creation of public service announcements (PSAs). (Contains 3 figures and 1 table.)
Descriptors: Language Arts, English Instruction, Learning Modalities, Educational Technology, Knowledge Base for Teaching, Technology Integration, Electronic Publishing, Multimedia Instruction, Persuasive Discourse, Communication Skills, Media Literacy, Writing Assignments, Cognitive Style, Computer Mediated Communication, Computer Assisted Instruction, Lesson Plans, Computer Software, Web Sites, Multimedia Materials, Computer Literacy, Advertising
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A