EML436 The Multimodal Writing Process (8)
Abstract|
This subject broadens ‘what counts’ as classroom writing. In learning situations today’s youth represent meaning through designing, producing and presenting texts which thrive on technology use, creativity and social interaction. This subject challenges students to re-theorise writing as the multimodal writing process and to reconceptualise ICT as Interactive Creative Technologies. Students will design and produce multimodal texts as creative composition, as social learning and/or as representations of learning in classrooms. Further, the subject supports students to develop a theory of writing pedagogy which requires teachers to account for the collaborative, technological and social dimensions of constructing texts.
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+ Subject Availability Modes and Location
| Session 3 | | Distance | Wagga Wagga Campus |
Continuing students should consult the SAL for current offering details: EML436
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | School of Education |
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Learning OutcomesUpon successful completion of this subject, students should:
· have had the opportunity to improve their professional teaching practice;
· relate theory to individual practice;
· focus on the application of knowledge to the educational workplaces and to the community settings in which students are working;
· consolidate their developing knowledge of multiliteracies practices and pedagogy
· identify and utilise emergent forms of literate practice within a global context
· develop an understanding of the multimodal writing process: incorporating ‘designing’, ‘producing’ and ‘presenting’ as key elements of the writing process which sit beside ‘planning’, ‘drafting’, ‘editing’, ‘re-drafting’ and ‘proofreading’.
· produce various multimodal texts taking into consideration elements of design, contexts and purposes
· gain an understanding of the key design elements and to apply the knowledge of how these influence meaning making in generating multimodal texts
· understand the use of multiliteracies concepts and strategies for assessing student writing and representing
· utilise a range of Web2 and social learning tools to support collaborative learning and writing development in classrooms. |
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SyllabusThe subject will cover the following topics:
1. Multiliteracies approach to writing
2. The elements of design – learning about new creativities and new grammars as learners move across modes in text construction
3. The multimodal writing process: from planning, designing to presenting
4. Interactive Creative Technologies: Interactive pedagogies, using technology and new creativities across the curriculum
5. Collaborative and Social learning through digital literacies
6. Creating authentic multimodal texts
7. Using research to inform practice: Using practice and research to change practice. |
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The information contained in the 2014 CSU Handbook was accurate at the date of publication: 13 September 2013. The University reserves the right to vary the information at any time without notice.
