Literacy and Community Service Learning Multimodal Advanced Composition Course

Pauline F. Baird

Composition makes sense in practice. Literacy is understood when students confront their own ways of becoming literate and the forces- identity and power - that help shape their literacy development process and understandings. Through their multimodal literacies students will learn more about community, literacy and how to engage their rhetorical skills to serve others. Scholars believe that writing ‘for’, ‘with’, ‘by’ and ‘about’ the community allow students to take on civic minded dispositions (Deans, Sheridan, Julier, Hea, Blair, Selfe).

Literacy, Service Learning and Multimodal Composing: Rationale

Engaging with texts is only one aspect of literacy. In a highly technical

world, students in 200 level composition class at the University of Guam will use

various technology to communicate and interact with, for and about the

community. Selfe (“Movement of Air) and Grabil (Writing Community Change)

among others believe that internet technologies, for instance, affords students

opportunities to make these literacies meaningful in practical ways that make them

critical composers. With Grabil in mind, the students will learn to use computer

software: PowerPoint, MS Word, Print Capture; cameras and video, and other

resources such as the WWW and personal digital technology they already have for

multimodal composition.

Community Organization: Audience

I have chosen the Island Girl Power (IGP) a local organization as the community for

service – learning engagement. IGP trains ladies ages 7-14 (living on Guam) to

develop their academic and social skills. The ladies are from Guam and the islands

of Micronesia. IGP offers social options for ladies who are at risk for suicide, teen

pregnancy, delinquency and substance abuse. Classes include jump rope, cooking,

journaling, computer science and story writing. It invites qualified volunteers to

teach a class on a Saturday morning. The invitation gives the students a sense of

agency because it is the organization that is reaching out for services. A

multimodal literacy project is suitable for the age, benefits and interests of IGP

members. It is regarded as a model for enacting Gee’s identity kit of ―saying

(writing)-doing-being-valuing-believing combinations (p. 256) with multimodalities.

Students will write with a purpose.

I have visited the organization and have had contact with the IGP organizer

and expressed my desire to offer a class. For this class, students will engage in

several projects that do not make direct contact with IGP participants. The

organizer will be involved throughout the course to provide feedback, approve

plans and give permissions and set up appointments. Students will prepare

themselves to write about and for the organization reflecting, practicing primary

and secondary research, exploring ideas and literacy skills, before while preparing

the project. In the end, I envision that students will empower the ladies with their

literacy narratives they have created and shared.

Introduction to Modules

There are 4 (3-4 week long) modules in this course. The modules are

designed to accommodate smaller projects and larger projects in a manageable

time. Along with each module, there are objectives that reflect the larger course

objectives. These objectives will work to help remind students and the teacher of

the goals. Each module has an accompanying assignment sheet that has step by

step instructions for student’s assignments and grading rubric. Because the course

material and syllabus will also be placed online, a module format will be

compatible with a weekly course layout here students can see each module

separately.

Module 2Class: ENG 200- Multimodal Advanced Composition

Time: Mon/Wed 11:20 – 12:50 (90 mins)

Prerequisites: Students must have: Completed FYC courses

Enrolled in MOODLE of at least 1 semesterA Computer or digital writing device with software/ programs such as PowerPoint, MS word (full suite)Thumb drive or external drive

Module Description: This module is 4 weeks long. Students will study chapter 2 “Literacy as Power”, complete a small literacy project (definition) with the Guam Island Girl Power in mind. They will share a project with the coordinator –partner and solicit feedback if possible.

Theoretical Frameworks:Group interactivity: (learner-centered activities, socially constructed learning process); Multimodal and CLT (communicative language teaching): use of several modalities – listening, speaking, reading, and writing.

Learning Objectives: Literacy Definition EssayYou will compose a passing essay ---Given a text book chapter, and 2 YouTube video resources on literacy, you will participate in the following and

read/view, discuss and annotate information on literacy to form your own definition of literacy

reflect on definitions of literacy write 500-700 words of notes in your academic journal in MOODLE forum

that include opposing views of literacy (including your own). Write a refutation to the opposing views using the resources given or others

you wish. respond to 2 classmates’ journal posts in the discussion forum create a 500 word essay of your definition/s, argue for your definition using

the reflections, counterarguments and refutation o your audience is Island Girl power audience --- ladies 7-14 years old

Review essay drafts of your peers in small groups using the Common Core rubrics

Demonstrate how to use an online image editing tool.

Week 5Mon

Read, annotate and discuss Chapter 2: “Literacy as Power”Begin Academic JournalTech demo: Pxlr (annotating images) http://pixlr.com (Group 1 assignment)

Write notes and watch video: The meaning of Literacy in the 21st centuryhttp://www.youtube.com/watch?v=d9ZRDRPqoXos

Wed

Literacy Definitions Project DiscussMini- Lesson (Teacher): Writing your life pp. 25-29Discuss: The meaning of Literacy in the 21st century VideoView and discuss: What is literacy? http://www.youtube.com/watch?v=3zXDwiwhTCMConsider what your own meaning of literacy is. How so? Consider what other’s perspectives are. What do these perspectives have in common? How do they differ?

Write notes and reflections: http://www.youtube.com/watch?v=3zXDwiwhTCM

Continue writing your Academic Journal

Week 6Mon

Framing the argument and tentative planTech demo: Pxlr (annotating images) http://pixlr.com/

Academic Journal DueRespond to 2 classmates (Academic Journal 3)

Wed

Peer reviewing (Bring an electronic or paper cop to class.

Essay Due in MOODLE at the assignment link

Journal Grading:

Instructions: Read this entire document before you begin any assignment.

Academic Journal Assignment 3You have read the first 2 pages on the chapter on literacy. Write (in your journal) about 500 – 700 words answering the following questions:

1. How has a piece of writing you did impacted you and others (immediate community / wider community)?

2. How do you view your own literacy or definition of literacy using a narrow definition of literacy (the ability to read and write) p. 68-69?

3. Do you agree with the narrow definition? Why? What are some might opposers say?

4. In a sentence or two what image would you say best describes literacy?5. Describe what knowledge or skills, in your view, characterizes a literate person vs.

and illiterate person. (Don’t settle for the narrow definition “ability to read and write).After you have posted your work in the forum, please read and respond to at least 2 of your classmates. You may complete your responses outside of class.

Due Date: Monday Week 6 online (at the assignment link) before class time

Assignment has all the requirements 20 points (2 points will be deducted for each

missing part)

Essay Grading: Persuasive Essay Rubric: Common Core for Reading and Writing StandardsBased on Common Core Standards for Reading/Writing in History/Social Sciences (www.corestandards.org)Note: Students must MEET or EXCEED standard on the asterisked indicators in order to meet standard on the essay Exceeds Standard Meets Standard Almost to Standard Below(A) (B) MUST REWRITE Standard=no R/W

Thesis/Claim Thesis/Claim is precise, knowledgeable, significant, and distinguished from alternate or opposing claims

Thesis/Claim is precise and knowledgeable, and answers the prompt (W1)

Thesis/Claim may be unclear or irrelevant, and/or may not answer prompt

Thesis/Claim is missing

*Use of Evidence

Develops the topic thoroughly by selecting the most significant and relevant facts, concrete details, quotations, or other information and examples from the text(s)

Skillfully integrates information into the text selectively to maintain the flow of ideas and advance the thesis

Skillfully assesses the strengths and limitations of

Develops the topic by selecting significant and relevant facts, concrete details, quotations, or other information and examples from the text(s) (W2)

Integrates information into the text selectively to maintain the flow of ideas and advance the thesis(W8)

Assesses the strengths and limitations of each source (W8)

Attempts to develop the topic using facts and other information, but evidence is inaccurate, irrelevant, and/or insufficient

Attempts to integrate information into the text selectively to maintain the flow of ideas and advance the thesis, but information is insufficient or irrelevant

Attempts to assess the strengths and limitations of each source, but

Does not develop the topic by selecting information and examples from the text(s)

Does not integrate information from the text

Does not assess the strengths and limitations of each source

Instructions: Read this entire document before you begin any assignment.

Literacy Definition Essay Write an essay of 500 words in which you define literacy and give reasons for your definition. In your body paragraphs, use examples and evidence to support your definition. Present opposing views and say what you agree with and do not agree with. Finally sum up your paper ending in favor of your definition. Your paper should be:

1. Framed with a thesis2. Include the main components of an argument as explained above.3. Show clear use of examples and evidence (that you have used the sources provided)4. Reviewed by your classmates5. Save your work in MS word as a doc file with your name in it.

Example: marykayliteracdefinitionesssy.doc

Due Date: Wednesday Week 6 online (at the assignment link) before class time

each source misinterprets information

*Use of Analysis

Skillfully draws evidence from informational texts to support analysis and thesis/claim

Skillfully delineates and evaluates the argument and specific claims in cited texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient

Skillfully identifies false statements and fallacious reasoning

Draws evidence from informational texts to support analysis and thesis/claim (W9)

Delineates and evaluates the argument and specific claims in cited texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient (R8)

Identifies false statements and fallacious reasoning.(R8)

Attempts to draw evidence from informational texts to support analysis and thesis/claim but evidence is insufficient and/or irrelevant

Attempts to delineate and evaluate the argument and specific claims in cited texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient, but analysis is insufficient

Attempts to identify false statements and fallacious reasoning, but argument is incomplete or insufficient

Does not use evidence from the informational texts to support analysis and/or thesis/claim

Does not delineate or evaluate claims in text

Does not identify false claims or fallacious reasoning

*Organization,Writing Style

and Conventions

Organization skillfully sequences the claim(s), counterclaims, reasons, and evidence.

Provides a concluding

statement or section that

skillfully follows from or

supports the argument

presented

Skillfully produces clear, coherent, sophisticated writing in which the development, organization, and style are appropriate to task, purpose, and audience

Organization logically sequences the claim(s), counterclaims, reasons, and evidence.(W1)

Provides a concluding

statement or section that

follows from or supports

the argument presented

(W1)

Produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience (W4)

Attempts to create a logical organization, but may be missing some elements of the assignment, such as a counterclaim

Attempts to provide a concluding statement or section that follows from or supports the argument presented, but statement does not support thesis

Attempts to produce clear and coherent writing, but errors in conventions and writing style detract from understanding

Does not provide logical organization

Does not providea concluding statement or section that follows from or supports the argument presented

Does not produce clear and coherent writing

Score for this draft: ______________ Teacher notes and additional comments:Retrieved from www.hfcsd.org/.../files/common%20core%20persuasive%20rubric.doc

Learning Objectives: Use one or more communication tools to compose an essay

You will compose a multimodal passing essay---Given your written essay draft, and sample projects and other resources on multimodal composing you will participate in the following and

access one text tool (Pxlr) access one audio or video tool (screen capture; camera/ computer audio

recorder) compose a low- tech or mid-tech multimodal essay which you turn your

essay into a composition that used at least 2 modalities (text and sound/visuals) to be shared electronically of in class.

Your project could be any of the following: You will choose an appropriate mode of publication inclusive of, but not

limited to: poster, audio-visual/photo essay with captions/ video / screen capture / collage/ and the like.

You will compose this project for the IGP coordinator as a proposal for sharing with the girls.

Review essay drafts of your peers in small groups using the Common Core rubrics

Week 7Mon

Literacy Definition cont’dShare think piece with a partner. Explanation of a multimodal essay: Viewing samples and discussing the kinds of technology needed.Tech demo Camera phone and audio (using and downloading) - Group 2:

Script: Narrative of 1 -2 page in lengthImages: found or your ownPlan: Storyboard or sketchesExamples of tech levels: HiTech e.g. Video; MidTech e.g. PowerPoint/ digital collages; LowTech e.g Paper poster / collage with images

Wed

Planning and Drafting- conferences Tech demo Group 2: Camera phone and audio (using and downloading)

Planning and drafting (see progress work sheet)For a specific audience

Week 8Mon

Why Mulitmodality?Using paper and pencilDiscuss: Social Networking in Plain English: http://www.dailymotion.com/video/x2ebea

Reflections on the use of multimodal tools for composing. Concerns about the multimodal essay.

Reflections on project in academic journalView photo essays When students and technology collide: http://shepatte.blogspot.com/2008/05/when-technology-student-collide.htmlMy life in an Urban slum: http://www.unicef.org/bangladesh/7540.html

Wed

Conferences ( sample of the story board) Gathering content

Instructions: Read this entire document before you begin any assignment.

Literacy Definition Essay Compose an essay using at least 2 modalities. This essay is based on your written essay.

Your project should have:1. a clear focus2. text and visual/sound/images (appropriate for minor girls)3. a storyline4. a frame - with a thesis5. a clear ending6. had revisions based on suggestions of your peers7. presented in a suitable format online or in class.

Due Date: Wednesday Week 11 online (at the assignment link) before class time

What can your project look like?Here are some samples:

Social Networking in Plain English: http://www.dailymotion.com/video/x2ebea

This is a YouTube video that makes use of paper cut-outs and markers for composing.My life in an Urban slum: http://www.unicef.org/bangladesh/7540.html

This is a photo essay with captions published as a videoWhen students and technology collide: http://shepatte.blogspot.com/2008/05/when-technology-student-collide.html

This is a photo essay with text and images published in Slideshare.

Where should we get content?“Anywhere you can!  Use your imagination.  You can draw. You can use a camera. You can record conversations, interviews, you can talk. You can use the internet – Creative Commons. And so on! Just be sure that you use graphics (other visuals) and technology as you see fit to demonstrate your definition of literacy. Include an accompanying paragraph to defend this definition. Include at least 2 sources – you can use the textbook as one source. (Please find instructions on how to cite at http://bcs.bedfordstmartins.com/resdoc5e/index.htm )”

Work /Progress Sheet***

1. Audience:

2. Topic:

3. Purpose/Main focus:

4. Your literacy definition:

5. Opposing definition/s:

6. Multimodal tools you plan to use.

7. Think: How will you compose the essay? Video / Poster / PowerPoint, collage & you need use at least 2 modalities- e.g. images, text, sound etc.

8. What technical help do you need? Who in the class can help you?

9. Write or sketch your plan for what is going to be happening in your visual presentation. (Make it as complete as possible (colors, describe sound, show texts etc.)

10. What do you need help with?

11. Use the grading rubric to see if you are on track. What are you concerns?

(Worksheet inspired by Selfe “Mulitmodal” p. 155-156)

    

Final Draft Grading RubricsFocus and Unity

1.

Does the project address one topic (literacy)? ______/20

2.

Does the project provide an obvious focus using 2 or more multimodal tools?

______/20

3.

Is there strong balance of images, texts (sound) that support the focus?

______/20

4.

Are there any images that offer a counter-argument? ______/15

5.

Does the accompanying paragraph provide adequate information about why you choose this definition? Is there supporting documentation (2 citations?)

______/20

6.

Do the combination of elements: text sound, video, narration, and visuals contribute to a recognizable style in the project?

Audience6.

Is the essay composed for an elementary to high school age audience (7-14 IGP audience)?

______/25

Writing7.

Are appropriate writing, content, and layout strategies demonstrated?

clear visuals age appropriate visuals creative layout

______/20

10

clear legible fonts – size and color clarity of Thought appropriate subject/verb Agreement

Total Score

Works Cited

Deans, Thomas. Writing and Community Action: A Service-Learning Rhetoric with

Readings. New York: Longman, 2003.

Gebardt, Richard. “The Subject is Writing”. JAC 1. 1980. Web.

Gee, James Paul. “Literacy, discourse, and linguistics: introduction and what is

literacy?” A Critical Sourcebook. Boston: Bedford / St. Martin's, 2001. pp. 533.

Print.

Jeffrey, Grabill. Writing Community Change:  Designing Technologies for Citizen

Action. Cresskill, N.J.: Hampton Press, 2007.

Selfe, Cynthia. Multimodal Composing: Resources for Teachers. NY: Hampton.

2007.

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Selfe, Cynthia. ‘The movement of air, the breath of meaning: aurality and

multimodal

composing.” College Composition and Communication, 60. 2009. Pp. 616-

663. Web.

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