AnnotatedBibliography

AlbertaEducation.(2013).Ministerialorderonstudentlearning.Retrievedfrom

http://education.alberta.ca/media/6950988/mostudentlearning.pdf

TheMinisterialOrderisthefundamentaldocumentfromAlbertaEducation(2013)

implementingthevisionofInspiringEducation.Ifwearelookingattransformationaltoolsand

processesandhowwecansupportthoseprocessesforalllearners,thisdocumentandthe

competencieslistedwithin,provideavisionandguidanceforlearningandresearch.Oneofthe

foundingprinciplesofthedocumentiseducationinAlbertais,basedonthevaluesof

opportunity,fairness,citizenship,choice,diversityandexcellence.(AlbertaEducation,p.1)This

speakstotheneedtoprovidetoolsandopportunitiesforalllearners.Furthertothisbasic

principle,thefoundationsofemploy(ing)literacyandnumeracytocreatemeaning(p.2)and

apply(ing)multipleliteracies:reading,writing,mathematics,technology,languages,mediaand

personalfinance(p.3)speaktotheneedtofocusonliteracyandwriting,butalsoemployan

expandedviewofliteracy.Theinclusionofmediaandtechnologyasliteraciesexpandourview

ofwritingandthereforehowwecansupportchangingdigital,mediainfusedwritingthrough

assistivetechnology.

Archer,A.A.(2012).Writingasdesign:Enablingaccesstoacademicdiscourseinamultimodal

environment.SouthAfricanJournalOfHigherEducation,26(3),411421.

Thisarticleexamineshowtobroadenstudentaccesstoawiderrangeoftoolsand

supporttowriteinamultimodalenvironment.Learningtowriteinpartmeanslearninghowto

producewelldesignedprintanddigitaltexts,andlearninghowthedesignofthepagecontributes

torhetoricalimport(p.412).Thevisualspatialelementsofwriting,emphasis,materiality,

spellingandtypography,andhowtoteachstudentstoconsidertheseelementsneedtobe

consideredasweworkwithlearnerswithsupportneeds.Afterexaminingvisualtextelementsit

thenmovesintographicandimageelementstocommunicateandtellstories.Thisarticletakes

theperspectiveofconsidering,supportingandinstructingtheseelementsinHigherEducation,

buttheprincipleseasilytransfertoaK12environment,andespeciallytothosewithprint

difficulties.Ifweworkoncreatingmoreaccessibletextwithmorevisualelementsitcanbemore

accessible.Thecreationofthisexpandedtextmediumisessentialtoconsider.

Broun,L.(2009).Takethepenciloutoftheprocess.TEACHINGExceptionalChildren,42(1),

1421.

Anarticleexaminingthetraditionalneedtousethepencilandpaperastheprimary

meansofcommunicatingwriting.Broun(2009)suggeststhepencilpresentsmultiplebarriers

andoffersthekeyboardasaprimarywritingtool.Thephysicalprocessofwritingcanbesucha

labourintensiveprocessthattheendproductdoesnotreflecttheacademicknowledgeor

learningofthestudent.Brounviewsthelimitationsofthepencilasawritingtoolthroughthelens

oflearnerswithAutismSpectrumDisorder(ASD)examiningthelimitationsinbraindevelopment

thatmaybeaugmentedbyusingakeyboardtowrite,butrecognizingtherangewithinlearners

withASD.Brounfurtherexploresstudentsthatarenonverbalandhowkeyboardslinkedwith

speechcapabilitiescanfurtherenhancebothwritingandcommunicationskillsbyallowing

studentstowriteandthenspeakthoughtsandcontributions.Thearticleprovidesarguments

againstkeyboardsasaprimarywritingdeviceincludingcost,typinginstruction,equityandtime.

Itisapassionateargument,supportedbycitedresearch,examiningourthinkingofwhattools

andmediumsweareprovidingforlearnerswithadditionalsupportneedsandalllearners,as

digitaltoolsareubiquitous.Thelimitationsareaviewofalearnerwithonespecificdisability,but

theargumentcanbeappliedmoreglobally.

Cho,K.,&MacArthur,C.(2010).Studentrevisionwithpeerandexpertreviewing.Learningand

Instruction,20(4),328338.

Aresearchstudyexaminingtheeffectofdifferenttypesoffeedback,delivered

electronically,onwriting.Twentyeightundergraduatelevelwritersreceivedfeedbackfromeither

asingleexpert(SE),asinglepeer(SP),ormultiplepeers(MP).Howthestudentsreviseddrafts

basedonthisfeedbackwasexamined.Itwasfoundthatstudentsmademorecontentbased

revisionstotheirworkintheMPfeedbackgroupandthatmostoftheSEfeedbackresultedin

lowleveleditingchanges,asopposedtocontentchanges.Itwasalsofoundacrossallgroups

thatthemorecomplextherepairsmadetothewriting,thehigherqualitythewritingwasinthe

end.Thestudyhaslimitationsofsamplesize,butthemethodasappliedtothisstudyandothers

intheareaofwritingfeedbackappearstobethoughtfulandcomplete,measuringfeedback

types,quality,andendproduct.Thelownumbersofparticipantlimitedtheamountofresultsthat

werestatisticallysignificant.Whenexaminingwriting,feedbackisanessentialpartofthe

process.Examininghowbesttoprovidethatfeedback,whetherbypeers,experts,multiple

peersisvitaltoknowwhatkindsoftoolsandsupportswewillneedtoputintoplaceforour

learners.

Faux,F.(2005).Multimodality:Howstudentswithspecialeducationalneedscreatemultimedia

stories.Education,Communication&Information,5(2),167181.

Astudyanalysingtheproductionofmultimediatextsbythreestudentswithvarious

needs,includinglowcognitivefunctionandlowselfesteem.Usingnewtoolsprovidedan

increasedcognitiveload,buttheinterestinthetoolandsupportcapabilitiesofspellcheck,

keyboarding,andvisualelementsbroughtmoremeaningandeasetothecompositionprocess.

Thepreandpostsamplesofwritingindicatedthatstudentswerechoosingtoemploythenew

literaciesdevelopedthroughintroducingalternativewritingmethods.Faux(2005)foundthat,the

abilitytocreateinteractiveenvironmentsnecessitatesaconsiderationofabstractconceptssuch

astime,spaceandreaderintervention.Thisenhancementofskillsforlearnerswithadditional

needssupportstheuseofmultimodaltextintheclassroomtoenhancelearning.Thestudyhas

verylimitednumbers,butveryprecisedescriptionsofbenefitsandstrengthsaffordedbythe

mediumtosupportneeds,giveshelpfulinsights.

Klages,M.,&Clark,J.(2009).Newworldsoferrorsandexpectations:Basicwritersanddigital

assumptions.JournalofBasicWriting(CUNY),28(1),3249.

TwoProfessorsofEnglishataCommunityCollegeexaminewritingandtheuseof

eportfoliosasawaytobridgethegapbetweentraditionalwritingandthewritingprocessandthe

newdigitalageprocesslessworldofinstantpublishing.Tryingtobridgethegapbetween

unstructuredwritingandmoreformaltraditionalwritingprocesses.Inordertobeeffectiveusers

ofdigitalmedia,studentsmustknowhowtowriteforamultimodalenvironmenttheyareadriftin

aworldofinstantpublishingwithouttheskillsofproficientwritersandthinkers(Klages&Clark,

p.33).Thearticleprovidesremindersthateventhoughwritingtoolsandmediumsarechanging

thereisstillaneedforprocessandsupportingalllearnersthroughthatchangingprocess.

Instructionofwritingneedstoadapttochangingpublicationspeedandmethodsandweneedto

examinehowlearnerswhorequirethemostsupportfitintothisnewworldofwritingandinstant

publication.Thearticleisafantasticsetofprinciplestothinkthrough,withafocusonprocess

elementsandhowtosupportthoseprocesselements.

Jocius,R.(2013).Exploringadolescents'multimodalresponsestoTheKiteRunner:

Understandinghowstudentsusedigitalmediaforacademicpurposes.JournalOfMedia

LiteracyEducation,5(1),310325.

Anexaminationofamultimodalwritingprojectinahighschoolsetting.Theresearch

studyexamineshowstudentschoose,useandapplytechnologytoshowtheirunderstandingof

thenovelTheKiteRunner.Thearticlegoesintoextensivedetailaboutwhatmultimodalwritingis

andhowitgoesbeyondthetraditionaldefinitionofwriting.Theprojectisdescribedindetail

includingtheoptionsandchoicesgiventothestudents.Jocius(2013)thengoesontodraw

comparisonsandhighlightstrengthsofindividualprojects,includingwherestudentsrequired

additionalsupportwithinthemultimediatoolstocompletetheirwriting.Thearticleisstrongasit

providesacasestudyanalysisofmultimodalwritingtogivedetailedinformationoftheprocess

andsupportstudentsmayrequire.

Shepard,A.T.(2014,January28).Studentgenerateddigitalmediatosupporttheliteracyskills

ofhighschoolstudentswithautismspectrumdisorder.[Weblogpost].Retrievedfrom

http://leadspartnership.ca/theconversation/studentgenerateddigitalmediasupportsliter

acyautismspectrumdisorder/

ApreliminaryresearchstudyfromShepard(2014)doingresearchforaPHDon

supportingstudentswithASD.Studentsinjuniorandseniorhighcreatedvarioustypesofmedia

basedtext.Shepardfoundthatstudentswerenotonlyindependentlycapableofcreating

multimodalprojects,buttheycommunicatedmoreabouttheirlearningthanduringclass

discussionorusingtraditionalwriting.Specificcasestudyexamplesofhowthemultimedia

enhancedlearningopportunitiesandprovidealternativemethodsofcommunication.Supports

andalternativetoolswhichsupportthewritingandcommunicationprocessarepresented.The

articleprovidesaninitialglimpseintoongoingresearchandisnotpeerreviewedyet,butasitis

partofalargerdissertationitwillbeinthefuture.

Vasudevan,L..(2010).Literaciesinaparticipatory,multimodalworld:Theartsandaestheticsof

web2.0.LanguageArts,88(1),4350.

Anarticlelookingathowdigitalmediacanbringbackart,creativity,andenhance

imaginationinlearnersatalllevels.Vasudevan(2010)examinestheadditionofdigitaldesign

elementstowritingasbringingmorecreativityandplayintothewritingprocess,makingitmore

invitingandmoreaccessible.Theissuesofopenendedcreative,expressiveprojectsandwhere

theyfitintomoretraditionalrigidclassroomandassessmentsystemsarediscussed.Shifting

perspectivesofwritingandcreatingasplayandselfrepresentationinsteadofjustfor

compositionandcommunicationareexplored.Thearticlefollowsaprocessofexaminingthe

aestheticsofliteracy,theimplicationsofparticipatingincollaborativewritingspaces,andthe

implicationsandconsiderationsofusingsuchspacesincludingstudentneedsandskills

assessments.Thesestudentconsiderationslendthemselvestoanalysisoftoolaffordancesand

supportrequirementstoincludealllearners.Thearticleislimitedtoasingleperspectiveofone

contributor,butprovidesacreative,alternativeinsightintodigitaldesignoftext.

Yancey,K.B.(2009).Writinginthe21stcentury.Retrievedfrom

http://www.ncte.org/library/NCTEFiles/Press/Yancey_final.pdf

AreportfromtheNationalCouncilofTeacherofEnglishintheUnitedStates.Itisacallto

actiontohelpstudentscomposeoften,composewell,andthroughthesecomposingsbecome

thecitizenwritersofourcountry,thecitizenswritersofourworld,andthewritersofourfuture

(Yancey,2009,p.1).Thearticlediscussestheimportanceofexaminingpedagogyofteaching

thenewmodelsofwriting.Thereisalsoanawarenessofthechangingaudienceofwritingas

optionsforsharingandcommunicatingwithanaudienceareenabledinawebbasedworld.The

articledoesnotexaminethetechnologyasmuchasitexaminesthechangeinpedagogy

requiredtoteachwritinginawithtools,mediums,audiencesandopportunitieschanging.The

opportunitiestointeractmorewithtextthroughcommenting,manipulating,addingothermedia,

andopenlysharingischanginghowwemustteachwritingandwhattoolsstudentsareprovided

towritewith.WithanexaminationofthefutureofwritingYanceyalsolooksbacktohistorical

perspectivesonwritingandwhereyourtoolsandprocesseshaveevolvedfrom.