Multimodal response and writing as poetry experience
- Type
- Book chapter
- Venue
- Exploring Multimodal Composition and Digital Writing
- Year
- 2014
- DOI
- 10.4018/978-1-4666-4345-1.ch013
- Full text
- Cite
-
Pet, S. R., McVerry, J. G., & O'Byrne, W. I. (2014). Multimodal response and writing as poetry experience. Exploring Multimodal Composition and Digital Writing, 201-225. https://doi.org/10.4018/978-1-4666-4345-1.ch013
Pet, Sue Ringler, J. Gregory McVerry, and W Ian O'Byrne. 2014. "Multimodal response and writing as poetry experience." Exploring Multimodal Composition and Digital Writing: 201-225. https://doi.org/10.4018/978-1-4666-4345-1.ch013.
@incollection{pet2014multimodal, author = {Pet, Sue Ringler and McVerry, J. Gregory and O'Byrne, W Ian}, title = {{Multimodal response and writing as poetry experience}}, journal = {Exploring Multimodal Composition and Digital Writing}, year = {2014}, pages = {201--225}, doi = {10.4018/978-1-4666-4345-1.ch013}, url = {https://doi.org/10.4018/978-1-4666-4345-1.ch013}, }TY - CHAP AU - Pet, Sue Ringler AU - McVerry, J. Gregory AU - O'Byrne, W Ian TI - Multimodal response and writing as poetry experience JO - Exploring Multimodal Composition and Digital Writing PY - 2014 SP - 201-225 DO - 10.4018/978-1-4666-4345-1.ch013 UR - https://doi.org/10.4018/978-1-4666-4345-1.ch013 ER - - Topics
- literacy · writing · new-literacies · creativity
Abstract
What affordances do multimodal and digital information provide to the student and teacher with regard to responding to and writing poetry? This question juxtaposes one of the oldest literary genres in human history (i.e., poetry), with some of the newest technologies available. To enrich the content and affect as students experience poetry, technology may seem like an unwelcome stranger. Research has found, however, that “multimedia texts and multimodal composing may actually shift classroom culture toward a more learner-centered paradigm” (Chandler-Olcott & Mahar, 2003, pp. 381–382). This chapter explores the integration of technology with both response to poetry and authorship of poetic works as a means to enrich English classroom experiences. In the authors’ view, important work in this arena must not use technological tools for the sake of using technology in the classroom, but, rather, for the sake of enriching literary experiences. Ultimately, by connecting response, authorship, and multimodal technologies, the teaching of poetry may be enhanced by the teaching of 21st century literacy skills. Toward these ends, the authors share opportunities for intertwining multimodal text with the teaching of poetry to enrich literacy and literary experience in middle and high school classrooms.
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📄 Full Text
![[Multimodal_Response_and_Writing_as_Poetr.pdf]]
Connected Concepts
- [[Media Literacy]]
- [[Digital Literacy Framework]]
- [[Multiliteracies]]