Toward a Theory of Multimodal Soundness
Shipka's work is based on what she calls activity-based multimodal theory of composing. She challenges her Composition students to really think about what it is they want to compose and decide what media and modalities they use. Each submits a mega-multi-genre project in the end (though she says it's not a multi-genre project). The projects that she cites go far beyond paper and ink; in the sense that genres change the way we think about a topic, then I think these projects do fall into that category. I love how she then has her students de- then re-construct their creations -- Check out activity theory.
That last line is one of my favorites:
In privileging rigorous play, purposeful choosing, alternate goal structures, and the articulation of choices in relation to goals, an activity-based multimodal theory of composing provides us with a way, but, perhaps more importantly still, it provides students with a way to begin attending to the various ways a greater variety of senses, modes, and materials might be brought together, if only briefly and if only in sound-for-now ways, to help them accomplish the kind and quality of work they are most invested in pursuing.
"Rigorous Play" is such a cool idea -- I thing Vygotsky would agree wholeheartedly. Csíkszentmihályi's ideas about bringing "flow" into activity has to do with personal control, a high degree of concentration and a distorted sense of time. Check out "group flow" where he suggests extrinsic means for creating a hospitable environment for flow (closely linked to rigorous play) to grow. She has a blog, too -- check out her "crazy" cards activity.
Complex Composition
Smagorinski et al are pushing notions of composition toward the borderlands of craft (as in craftsman) and of art. Despite the dissing that interior design as a high school course gets because of its cultural link to housewifery (which doesn't deserved to be dissed, either), Rachel taught it like the best of writing composition using study models (door styles, p. 303), prolonged consideration of student work, and small group and pair work. Again, the notion of flow comes up when Dee (repeatedly) loses track of time as the bell rings "too soon".
I think it's very cool that the researchers conducted the protocols with Dee in situ rather than in an artificial setting (ex situ?). The investigation of the composition process as it relates to literacy seems so critical nowadays -- how did he happen to do it? To look at interior design, and in that school, with that student (and her pretty fabulous teacher)? I wonder if people in the arts are getting at some of the same kinds of things?
...(W)e have argued that the notion of writing across the curriculum ought to be reconceived as composing across the curriculum to account for the limits of writing and the appropriateness and potential of other symbol systems in some disciplines (p. 327).
Are literacy people the only ones looking at composing across the curriculum?
4 comments:
I love the quote about rigourous play, it some confirms the joy we take in composing/designing in areas of our interest! You brought up the same point that Caitlin's blog elicited from me, that with the introduction of a new tool, we must compliment it with plenty of models and discussion and support! Love your blog!!
"Are literacy people the only ones looking at composing across the curriculum?"
It is very funny that you bring up this point. I was just thinking about this because the topic of my lit. review is "Literacy Across the Curriculum in Secondary Schools". Most of the research that has been done has been initiated through English scholars. In responding to my rough draft, Dr. Bomer commented on the need for researchers across disciplines to work together on this. Unfortunately, it seems, that researchers have remained in a bubble. The math researchers have looked at composing in math, the science researchers have looked at composing in science etc. etc. I like the idea of using the term "composing" rather than "writing". It seems as if there are plenty of opportunities for "composing" in all subjects. And it would be beneficial to work with students to make connections about the kinds of thinking they are using when "composing" across disciplines.
I was looking at your blog because I thought the "women's work" concept in the Smagorinsky article would grab your attention. I'm interested in what your gender studies work has to say about this.
I also like the idea in the line you quote from Shipka regarding making "choices in relation to goals" - of course! Sometimes writing may not the best way to make a point or reach a particular goal, but it is so often assumed to be the only way.
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