Dealing with multimodal assignments in writing centres

 

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dc.contributor.author Archer, Arlene
dc.date.accessioned 2014-10-28T08:28:57Z
dc.date.available 2014-10-28T08:28:57Z
dc.date.issued 2011
dc.identifier.citation Archer, A. 2011. Dealing with multimodal assignments in writing centres. Writing Lab Newsletter. en_ZA
dc.identifier.issn 1040-3779 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/8807
dc.description.abstract We can no longer confine literacy pedagogy to the realm of language alone, as we need to take into account the role of images and other modes of meaning-making in texts. Nowadays, the tasks set for students’ assignments in higher education often require complex multimodal competencies (Archer 2006). Many assignments use images as evidence, whilst other assignments are predominantly visual in nature, such as posters, storyboards, or assignments that include CD-roms or other media. New technologies also enable a range of possibilities for individuals creating documents, including variety in layout, image, color, typeface, sound. The challenge for writing centers is to train the tutors to utilize these technologies effectively themselves so that they can deal with the changing nature of assignments. en_ZA
dc.language eng en_ZA
dc.publisher Twenty Six Design LLC en_ZA
dc.source Writing Lab Newsletter en_ZA
dc.source.uri https://writinglabnewsletter.org/archives/v35/35.9-10.pdf
dc.title Dealing with multimodal assignments in writing centres en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Article en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Centre for Higher Education Development en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Archer, A. (2011). Dealing with multimodal assignments in writing centres. <i>Writing Lab Newsletter</i>, http://hdl.handle.net/11427/8807 en_ZA
dc.identifier.chicagocitation Archer, Arlene "Dealing with multimodal assignments in writing centres." <i>Writing Lab Newsletter</i> (2011) http://hdl.handle.net/11427/8807 en_ZA
dc.identifier.vancouvercitation Archer A. Dealing with multimodal assignments in writing centres. Writing Lab Newsletter. 2011; http://hdl.handle.net/11427/8807. en_ZA
dc.identifier.ris TY - Journal Article AU - Archer, Arlene AB - We can no longer confine literacy pedagogy to the realm of language alone, as we need to take into account the role of images and other modes of meaning-making in texts. Nowadays, the tasks set for students’ assignments in higher education often require complex multimodal competencies (Archer 2006). Many assignments use images as evidence, whilst other assignments are predominantly visual in nature, such as posters, storyboards, or assignments that include CD-roms or other media. New technologies also enable a range of possibilities for individuals creating documents, including variety in layout, image, color, typeface, sound. The challenge for writing centers is to train the tutors to utilize these technologies effectively themselves so that they can deal with the changing nature of assignments. DA - 2011 DB - OpenUCT DP - University of Cape Town J1 - Writing Lab Newsletter LK - https://open.uct.ac.za PB - University of Cape Town PY - 2011 SM - 1040-3779 T1 - Dealing with multimodal assignments in writing centres TI - Dealing with multimodal assignments in writing centres UR - http://hdl.handle.net/11427/8807 ER - en_ZA


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