Based on your search assignment last week, where you picked a term — “digital scholarship” or “multimodal composition” (or related) — here’s the list of key issues we created in class tonight:
- consumers vs. producers
- generational issues
- copyright/legal issues
- who is doing digital media?
- interdisciplinary uses (tech writing, science, math, poetry, psych)
- education uses and resistance
- publication in digital journals/litmags
- preservation — what will happen to e-texts?
- tools
- data collection – e/valuation
- ethical research practices
- remixing
- multimodal instruction sets
- lack of standards for digital scholarship
- pedagogy: what gets replaced?
- in vs. out of school writing
- devaluing multimodal literacies
- how do we convince others of its value?
- how do we/I/you understand // reading and assessment practices
- which mode/medium/technology/genre to use when and for what audience (“rhetorical choices”)
- credibility issues (“schmooze” factor)
- digital literacies (who is digitally literate and who isn’t?)
Then, in our list of what we didn’t find in our searches and hoped/expected to find:
- definition(s) of multimodal composition
- digital rhetoric journals
- discussions of interactivity
- academic vs. popular texts
- hoped for more “webtexts”, but found more links to books, articles
- disciplinarity question (why is MM comp in English?)
- media literacy courses (why not have an equivalent of Eng 101, Com 110 in media literacy?)
- Second Life
- who should we be reading?
- who are our examples?
- is there a canon?