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Chamberlain 1

Kate Hayles – Discussion of deep attention v. hyper attention, understanding multimodal poetry as an art form and trying to establish the canon through ELO, Q&A after

Kate Hayles interview (with Amos, Andrew & Jessica)

Janet Murray – Understanding different forms as they advanced throughout history, exploration of the self through traditional narration as both an academic and a writer, exploring through the kaleidoscopic effect

Chamberlain 2

Jason Helms – exploration of comics as a multi-modal art form, how academic discourse can really explore comics if they don’t mind exploring both the comic and its accompanying “gutter”

Lydia Wilmeth-French – exploration of sound as it relates to a book and an album that were released independently, promoted separately, yet were created to work together

Collin Gifford Brooke – ideas of the Anti-library, collecting multimodal and archiving it, the need to create a database to work from

Chamberlain 3

Lauren Blankenship – an exploration of work, teaching, and research and how they overlap

Laurie Gries – application of applications to multi-modal composition

Derek Mueller – short bit from introduction of piece on “sweding”

Final Plenary Session Q&A

Everyone was celebrated as being impressive when us students were bored to tears.

Textual ownership… I mean, she’s wright (hehe).

THANK YOU FOR ACKNOWLEDGING THAT IT IS THE FACULTY’S HANG-UP WITH COMPOSITION (AND NOT THE STUDENT’S) WITH THIS FORMAT.

Really?  Discuss technology away from the computer, independent of the actual function/ mode?

Ouch.

I’m ready to discuss books without the words.

Students were worried about the technology they were dealing with and rush to solutions.  Yet many of them rush to solutions because they’re concerned with the quickest way to get to the final product.  If the technology doesn’t suit the student, at this point in time I’d argue that the technology being taught is outdated and not some difficulty the student has with understanding.

during reflection…

This feels like the pharasees during Historical Jesus time debating the Bible amongst themselves while ignoring Jesus standing next to them trying to explain the Bible.

Independent of Religious beliefs, the parallels work.

just leaned over and said, “If students put this together, it’d be so different.”

Yup.  I may just put together a more visually stimulating Power Point *during* these pieces just to show how dated the technology is: Power Point is something my retirement-aged peers at the corporate insurance company I work for do when they’re bored at work.  People who don’t have the education these educators are providing can already do what they’re being taught to do… do educators want to be redundant?

Clippy, the turn of the millenium Help-dude from MS Word, provided more multi-modal explanations of writing than I’ve seen this weekend.

So, keeping with the “Show, Don’t Tell” idea:

The students I’m with have already internalized everything that they’re being told.  All they can do is show, but they’re being taught to tell THEN move back to the starting point.  Isn’t that a waste of time?

Again, being told and not shown.  Seriously.  Academics want their students to advance and fail to teach them how…

…and people wonder why the field lags behind the technology and writing.

Could more than, say, 5% of the speakers at the conference even discuss the history of viral videos, flash animation from the 1990s, the actual advancements in the field as opposed to the criticisms of some of the writings in the field?