Search

This article examines two multimodal compositions produced with the support of a multiliteracy center. Each case involves multiple people, technologies, and resources. Distribution and emergence —two concepts borrowed from complex systems theory—help us understand the distinctive nature of the composing practices exemplified by these two cases. More specifically, the composing practices described here can be understood as examples of Pea's (1993) “distributed intelligence” and Lindquist, Hart-Davidson, and Grabill's (2010) “distributed invention.” These two examples prompt me to hypothesize about the way multiliteracy centers can maximize their potential to facilitate distributed and emergent composing practices. I suggest that multiliteracy centers should consider adopting policies, structures, and designs that facilitate connections, support long visits, attend to affective dimensions of relationships, and encourage play. [ABSTRACT FROM AUTHOR]

Abstract: An array of new technologies has made it much easier for non-specialists to fabricate three-dimensional products ranging from clothes to plastic prototypes. This article explores the implications of these new developments for composition and rhetoric using a heuristic derived from earlier discussions of visual and multimodal rhetoric. Analysis of these discussions suggests that at least four kinds of arguments are made for new rhetorical modes: arguments from infrastructural accessibility, from rhetorical effectiveness, from cultural status, and from (de)specialization. Applying this schema to three-dimensional fabricated rhetoric reveals that three-dimensional rhetoric is increasingly available as an option to ordinary citizens, offers distinctive rhetorical opportunities, is valued by the broader culture outside the academy, and can be usefully understood through analytical frameworks regularly used by the field of composition and rhetoric. This article concludes that when placed in the hands of ordinary rhetors, three-dimensional rhetoric is potentially transformative and offers important cultural and political opportunities. By appropriating the rhetoric of fabricated objects, we can more effectively achieve the goals of equality and social justice. [ABSTRACT FROM AUTHOR]

Abstract: This article focuses on Ink, a Multiplayer Online Game (MOG) being developed at Michigan State University. The design of Ink reflects the developers’ understanding of writing pedagogy and rhetorical theory. Ink allows players to enter into complex rhetorical situations that include exigencies, audiences, and rhetorical purposes. The developers of Ink hope that placing players in these rhetorical situations will facilitate literacy learning while simultaneously providing a satisfying game experience. Players will hopefully learn while having fun. In order to test the effectiveness of Ink as a game and learning environment, the authors designed a small-scale preliminary study with a focus group of student playtesters. The study was designed to answer three fundamental questions: Will players write? Will players have fun? Will players learn? The study generated some evidence that the answer to all three questions is “yes.” [Copyright &y& Elsevier]