Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 1220 A/B
Proposal
To be successful in the ever-transforming world of writing, students must be familiar with new media and multimodal composition. New media, for most students, is something they are used to - they are frequently introduced to new social media features that enhance their online social experiences. But multimodal composition is more difficult to absorb. It’s not that students don’t compose multimodally everyday; it’s that many students don’t see the connections between informal multimodal composition on social media, academic composition in the classroom, and practical composition in the professional world. Having students compose a multimodal piece for an academic assignment allows them to explore using new media skills for professional purposes. Furthermore, having students create a recomposition of another assignment helps improve their understanding of audience, voice, and communication.
This presentation will reflect how the recomposition project assignment helps students achieve success in and outside of the classroom. The topic will be discussed through the lense of identity signifier literacy - a type of information literacy that involves reading others as texts and gathering information about who they are through the characteristics they signify. This presentation will show the connections between identity signifier literacy, information literacy, and recomposition, and it will display how composition teachers can create a bridge between literacy and composition. Participants are invited to recompose some of their own ideas, and we will discuss how students recompose traditional assignments for new audiences so that their voices get heard in different - and, perhaps, more effective - ways.
Presentation Description
How can the recomposition project improve students' information literacy skills? This presentation will explore the connections between information literacy, identity, and recomposition.
Keywords
information literacy, identity, recomposition
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
McAlister, Bailey, "Recomposition and Information Literacy" (2018). Georgia International Conference on Information Literacy. 57.
https://digitalcommons.georgiasouthern.edu/gaintlit/2018/2018/57
Recomposition and Information Literacy
Room 1220 A/B
To be successful in the ever-transforming world of writing, students must be familiar with new media and multimodal composition. New media, for most students, is something they are used to - they are frequently introduced to new social media features that enhance their online social experiences. But multimodal composition is more difficult to absorb. It’s not that students don’t compose multimodally everyday; it’s that many students don’t see the connections between informal multimodal composition on social media, academic composition in the classroom, and practical composition in the professional world. Having students compose a multimodal piece for an academic assignment allows them to explore using new media skills for professional purposes. Furthermore, having students create a recomposition of another assignment helps improve their understanding of audience, voice, and communication.
This presentation will reflect how the recomposition project assignment helps students achieve success in and outside of the classroom. The topic will be discussed through the lense of identity signifier literacy - a type of information literacy that involves reading others as texts and gathering information about who they are through the characteristics they signify. This presentation will show the connections between identity signifier literacy, information literacy, and recomposition, and it will display how composition teachers can create a bridge between literacy and composition. Participants are invited to recompose some of their own ideas, and we will discuss how students recompose traditional assignments for new audiences so that their voices get heard in different - and, perhaps, more effective - ways.
