Access: Digital Literacies, Multimodalities, and Bias in the Composition Classroom
Acknowledging our biases in the composition classroom | Samuel Harvey: This presentation discusses the neurotypical and non-disabled bias in the composition classroom. It then begins to find ways of confronting and challenging these biases, ultimately discussing the power multimodal compositions give to muted subaltern groups.
Digital Literacy as a Precondition for Wonder: Measuring Student Self-Efficacy, Access, and Learning Preferences | Sohui Lee, Colleen Harris-Keith: This presentation offers a collaboration between a small state university’s library and multiliteracy center to measure the digital literacy of its students, a third of whom are first-generation. In addition to sharing how first-gen students at our university view their digital self-efficacy and prefer to learn when entering university, we hope to generate fruitful discussions on whether and how writing administrators shape multimodal curriculum and programming to support first gen students.
Multimodal Assessment in Action: Wonder and Wondering | Kathleen Baldwin: This session presents my analysis of the “think-aloud” portion of interviews conducted with seven leading teacher-scholars from K-16 institutions in which they assess a student text composed in response to a multimodal assignment used in their teaching. I argue the think-alouds further illustrate what the multimodal assessment scholarship suggests: that one must attend to the situated composing processes of individual writers in order to make the evaluation criteria meaningful.