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Designing Peer Review for Digital Media Instruction
Dr. Cheryl E. BallWest Virginia Universityhttp://ceball.com@s2ceball
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Cope & Kalantzis (1999). Multiliteracies: A Design for Social Futures. Routledge.
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Cope & Kalantzis (Eds.), Multiliteracies: A Pedagogy for the Design of Social Futures, 2000, p. 26.
New London Group’s Modes of Meaning
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New London Group’s Pedagogy of Multiliteracies
• Situated practice
• Overt instruction
• Critical framing
• Transformed practice
image from http://www.psephizo.com/
Available Designs
Design(ing)
Redesign(ing)
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multimodal composition assignment variations
• Hypertext essays
• Hypermedia essays
• Video poems
• Music videos
• Brochures
• Flyers
• Short documentaries
• “Open” assignments
• Book designs
• Informational websites
• Audio essays
• Audio poems
• Video CFPs
• Class reflections
• Webtexts
See Ball, Fenn, & Scoffield. (2013). “Genre and transfer in a multimodal composition class.”
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Cope & Kalantzis (Eds.), Multiliteracies: A Pedagogy for the Design of Social Futures, 2000, p. 26.
New London Group’s Modes of Meaning
any combination = multimodal
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Rhetorical genre studies
• real-world genres
• actual audiences
• evaluative criteria based on above
Bawarshi & Reiff, Genre: An introduction, 2010. http://wac.colostate.edu/books/bawarshi_reiff/
free book|\/
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Kairos: Rhetoric, Technology, &
Pedagogythe journal
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webtext examples
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peer review 3-tiered process at Kairos
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webtext examples
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2008 Thomas R. Watson conference proceedingshttp://ccdigitalpress.org/nwc/
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Webtext Assignment Sequence1. teaching philosophy & values [1 week]
2. readings in field & values analysis [2-3 weeks]
3. venue/publication analysis [1 week]
4. audience & genre analysis [1 week]
5. media, modes, & tech analysis [1 week]
6. project pitch & proposal [2-3 weeks]
7. collaborative webtext [4-5 weeks]
8.peer-review & reflection [1-2 weeks]
9. submission emails [1 week]
See http://239f11.ceball.com/
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Webtext Assignment Sequence1. teaching philosophy & values [1 week]
2. readings in field & values analysis [2-3 weeks]
3. venue/publication analysis [1 week]
4. audience & genre analysis [1 week]
5. media, modes, & tech analysis [1 week]
6. project pitch & proposal [2-3 weeks]
7. collaborative webtext [4-5 weeks]
8.peer-review & reflection [1-2 weeks]
9. submission emails [1 week]
DynamicCriteriaMapping
from Broad’s (2006) What We Really Value
becomes assessment criteria
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Assessment Criteria
• creativity
• conceptual core
• research/credibility
• form : content
• audience
• timeliness
See Ball (2012). Assessing scholarly multimedia. Technical Communication Quarterly, 21, 61–77.
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peer-review feedback
Hilary Selznick, "Fibromyalgia: The (In)visible (Dis)ability” Technoculture 1(1).
conceptual core creativity form:content
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Design-editing
• rhetoricity
• accessibility
• usability
• sustainability
See Ball (2013). Multimodal revision techniques in webtexts. Classroom discourse, 5(1), 1–15.
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Undergraduate Student Publications
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Editorial Pedagogy
• para-professionalization
• mentoring
• recursive learning
• real audiences
Ball, Cheryl E. (2012) “Editorial Pedagogy.” Hybrid Pedagogy
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Praxis• multiliteracies pedagogy• rhetorical genre studies• accessibility & usability theory • editorial pedagogy
assignment sequences in here —> get an exam copy!
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Webtext Evaluation Criteria
Institute for Multimedia Literacy Honors Program at University of Southern California (Kuhn, 2008)
Manifesto Special Issue of Kairos (DeWitt & Ball, 2008)
“Assessing Scholarly Webtexts” tool (Warner, 2007)