دانلود رایگان مقاله تبدیل شدن رسانه های دیجیتال و ترکیب به یک رسانه نشین دیجیتال

Abstract

This essay describes the Digital Media and Composition (DMAC) institute as a welcoming “technology gateway” with a “cultural ecology” that deeply influenced my digital literacy in lasting ways (Selfe et al., 2007, p. 208). DMAC created a professional development environment conducive to acquiring digital media savvy, rather than mere technological training. DMAC’s theories, practices, rituals, language, workshops, and literacy project promoted cultural equity and inclusion, and disruptions of power structures. In recounting the evolution of my collaborative 2006 DMAC literacy documentary project and the subsequent repurposing of experiential classroom writing assignments, I explore how DMAC’s pedagogical influence not only fostered an authentic acquisition of digital literacy, but also how its “cultural ecology” created a sense of place and belonging to the field of digital media and composition. Participating in DMAC, like walking a neighborhood or reading an essay or navigating new technologies, was an embodied and affective professional development experience of dwelling within digital literacies.

10. Remixing stories, transforming places, inhabiting technologies

Leaving DMAC in 2006, I had several questions as I returned to my home institution. In my notes I had written: “How can we invite students to integrate technology from their daily lives into an academic setting? What issues of access and power emerge?” To some extent, the answers became apparent over time. All forms of digital media are commonplace in my classroom these days, and my students and I are constantly discovering innovative ways to use them. Most recently, I asked my first-year honors students in our “American Identities” course to be sure to bring their phones to class. To prepare for class, I brought extra phone chargers instead of stuffing magic markers into my pocket. Prior to the class,studentsreviewed what they had learned about American identity from our readings, research, writing, and discussions. During class, students were assigned a solitary walking tour of campus as a brainstorming activity for a multimedia and multigenre research project. Using their smart phones, they were asked to meander around campus and take five photographs. They were to choose five metonymic images that represented their emerging views of American identity. After their walking tours, students returned to class for informal presentations of their photographic campus essay, in which they were expected to share their rationale for the selection and style of each image about American identity. This technology-enhanced spatial approach to developing an assignment was intended to reveal the histories, power dynamics, and values and beliefs embedded in their campus landscape. To “make trouble” in a playfully serious way, students experimented with commonplace technologies to expose hidden narratives that shaped our present campus configuration (Lemke, 1995, p. 184).