Abstract
In "Re-Imagine Writing: Multimodal Literary Analysis in English Education," authors Hundley, Smith, and Holbrook discuss a study of the multimodal and digital composing practices of pre-service English teachers in a writing methods course and their struggles to redefine writing and to compose using multiple modes. As these pre-service teachers are part of a generation of students who are active consumers of digital media, their struggles highlight the disconnect between their literacy practices inside and outside of school.
| Original language | English (US) |
|---|---|
| Title of host publication | Exploring Multimodal Composition and Digital Writing |
| Publisher | IGI Global |
| Pages | 251-265 |
| Number of pages | 15 |
| ISBN (Print) | 9781466643468, 1466643455, 9781466643451 |
| DOIs | |
| State | Published - Jul 31 2013 |
| Externally published | Yes |
Fingerprint
ASJC Scopus subject areas
- Arts and Humanities(all)
- Social Sciences(all)
Cite this
Re-imagine writing : Multimodal literary analysis in english education. / Hundley, Melanie; Smith, Blaine; Holbrook, Teri.
Exploring Multimodal Composition and Digital Writing. IGI Global, 2013. p. 251-265.Research output: Chapter in Book/Report/Conference proceeding › Chapter
}
TY - CHAP
T1 - Re-imagine writing
T2 - Multimodal literary analysis in english education
AU - Hundley, Melanie
AU - Smith, Blaine
AU - Holbrook, Teri
PY - 2013/7/31
Y1 - 2013/7/31
N2 - In "Re-Imagine Writing: Multimodal Literary Analysis in English Education," authors Hundley, Smith, and Holbrook discuss a study of the multimodal and digital composing practices of pre-service English teachers in a writing methods course and their struggles to redefine writing and to compose using multiple modes. As these pre-service teachers are part of a generation of students who are active consumers of digital media, their struggles highlight the disconnect between their literacy practices inside and outside of school.
AB - In "Re-Imagine Writing: Multimodal Literary Analysis in English Education," authors Hundley, Smith, and Holbrook discuss a study of the multimodal and digital composing practices of pre-service English teachers in a writing methods course and their struggles to redefine writing and to compose using multiple modes. As these pre-service teachers are part of a generation of students who are active consumers of digital media, their struggles highlight the disconnect between their literacy practices inside and outside of school.
UR - http://www.scopus.com/inward/record.url?scp=84944906041&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84944906041&partnerID=8YFLogxK
U2 - 10.4018/978-1-4666-4345-1.ch015
DO - 10.4018/978-1-4666-4345-1.ch015
M3 - Chapter
AN - SCOPUS:84944906041
SN - 9781466643468
SN - 1466643455
SN - 9781466643451
SP - 251
EP - 265
BT - Exploring Multimodal Composition and Digital Writing
PB - IGI Global
ER -