دانلود رایگان مقاله آرشیو، شنیداری و کارایی گوش دادن در یک تعلیم و تربیت "تفاوت"

Abstract

While attention to “affordance” has tended to focus on the forms of production that technologies encourage, this essay shifts emphasis to how different modes and mediums also afford certain kinds of engagement in the process of digital composing. Seeking a fresh pedagogical approach for how writing instructors and students might productively engage difficult issues of “difference” together, I argue that engaging audio archives of non-normative voices in the process of composing digital “audio collage” can afford iterative listening practices. Through a study of students’ listening practices revealed in their audio compositions in a gender-themed composition course, I demonstrate the rewards of this pedagogical approach: an increased potential for “a stance of openness” ( Ratcliffe, 2005, p. 17) to non-neutral texts and gender-critical inquiry, a greater sense of creative freedom and productive uncertainty felt by students, and the occasion to discuss fundamental issues in writing, including the process of coming to invention across a multitude of sources, the responsible appropriation of others’ voices, issues of Fair Use and plagiarism, and the relationship between historical evidence and contemporary claims.

5. Conclusion

Engaging audio archives of non-normative voices in the process of audio collage can afford iterative listening practices, suggesting a fresh pedagogical approach for how writing instructors and students might more productively engage difficult issues of “difference” together. As with any pedagogical approach, there are risks in asking students to compose with the voices of others, particularly when those voices are housed in archives of sexuality. But, as I have demonstrated, the rewards are an increased potential for listening to non-neutral texts and participating in gendercritical inquiry, a greater sense of creative freedom felt by students, and the occasion to discuss fundamental issues in writing: including the process of coming to invention in a multitude of sources, the responsible appropriation of others’ voices, issues of Fair Use and plagiarism, and the relationship between historical evidence and contemporary claims. These rewards depend upon giving more sustained pedagogical attention to the kinds of engagement our students perform in the process of composing. The texts we assign and ask students to compose contain more than content: they inhabit and channel differentmodes,media, and genres, each ofwhich carry a potentialforthe affordance of engagement. Ultimately, engagement and production remain intimately entwined acts within and outside the classroom and, as much as we should celebrate the affordance of production in multimodal composition, we will do well to remember that our students continue to read, listen, see, and click throughout the composing process.