Computers and Composition最新文献_第2页

From “Text-heavy slides” to “That image did a lot of the work”: Five faculty transition from text to visuals in online video instruction

Computers and Composition Pub Date : 2025-02-03 DOI: 10.1016/j.compcom.2025.102917

Ann N. Amicucci, McKenna Argo

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Theorizing fanfiction: The importance of remixed social genres composed on the internet

Computers and Composition Pub Date : 2025-01-30 DOI: 10.1016/j.compcom.2025.102916

Alecia Marie Magnifico , Karis Jones

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Playing the digital dialectic game: Writing pedagogy with generative AI

Computers and Composition Pub Date : 2025-01-24 DOI: 10.1016/j.compcom.2025.102915

Rebekah Shultz Colby

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Cultivating networked literacy: Second language writers and the development of online source evaluation strategies

Computers and Composition Pub Date : 2025-01-21 DOI: 10.1016/j.compcom.2025.102914

Matthew Overstreet

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引用次数: 0

Utilizing ChatGPT to integrate world English and diverse knowledge: A transnational perspective in critical artificial intelligence (AI) literacy

Computers and Composition Pub Date : 2025-01-10 DOI: 10.1016/j.compcom.2024.102913

Asmita Ghimire

{"title":"Utilizing ChatGPT to integrate world English and diverse knowledge: A transnational perspective in critical artificial intelligence (AI) literacy","authors":"Asmita Ghimire","doi":"10.1016/j.compcom.2024.102913","DOIUrl":"10.1016/j.compcom.2024.102913","url":null,"abstract":"<div><div>This article proposes the implementation of a transnational post-digital pedagogy and Critical AI literacy incorporating ChatGPT in the classroom. It draws upon Scott Graham's suggestion for a multidimensional recursive writing process, emphasizing fact-checking and revision while utilizing ChatGPT. Additionally, it incorporates Suresh Canagarajah's (2019) theorization of transnational habits of writing among most international, multilingual, and marginalized students, which, according to him, are characterized by rhetorical sensitivity, depth of awareness, and linguistic knowledge. Based on these empirical and theoretical perspectives, this article proposes pausing, pondering, posing, and prioritizing as critical praxis that can be built into metacognitive activities. To explain this praxis, it showcases two kinds of metacognitive activities for fostering transnational habits among students through fact-checking processes. Similarly, it suggests designing the revision phase of writing assignments to allow students to incorporate their English language skills into the classroom. This paper identifies engaging in critical dialogue with ChatGPT and encouraging self-reflection on fact-checking and revision as effective ways to cultivate a transnational habitus among students. It concludes that adopting a transnational post-digital critical pedagogy and critical AI literacy in the writing process benefits both national and international students by promoting diverse linguistic norms and perspectives.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102913"},"PeriodicalIF":0.0,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143159623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Mittens and masks: Meme commentary on the covid-19 pandemic

Computers and Composition Pub Date : 2025-01-01 DOI: 10.1016/j.compcom.2024.102910

Tracey Hayes

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Multimodal composing with generative AI: Examining preservice teachers’ processes and perspectives

Computers and Composition Pub Date : 2024-12-17 DOI: 10.1016/j.compcom.2024.102896

Blaine E. Smith , Amanda Yoshiko Shimizu , Sarah K. Burriss , Melanie Hundley , Emily Pendergrass

{"title":"Multimodal composing with generative AI: Examining preservice teachers’ processes and perspectives","authors":"Blaine E. Smith , Amanda Yoshiko Shimizu , Sarah K. Burriss , Melanie Hundley , Emily Pendergrass","doi":"10.1016/j.compcom.2024.102896","DOIUrl":"10.1016/j.compcom.2024.102896","url":null,"abstract":"<div><div>The question of how generative Artificial Intelligence (Gen AI) will reshape communication is causing questions and concerns across the field of education, particular literacy and writing classrooms. Although important questions have surfaced surrounding the varied effects on writing instruction and ethical implications of AI in the classroom, there are calls for deeper investigations about how these tools might shape multimodal composing processes. This study builds upon this developing field by exploring how 21 university students in literacy education courses multimodally composed with generative AI and their perspectives on the use of AI in the classroom. Data sources included screen capture and video observations, design interviews, pre- and post- surveys, and multimodal products. Through qualitative and multimodal analysis, four main themes emerged for understanding preservice teachers’ multimodal composing processes: (1) composing was an iterative process of prompting guided by the AI tools, (2) composers exhibited two distinct processes when designing their projects, (3) AI shaped creative possibilities, and (4) play, humor, and surprise served a key function while composing. Preservice teachers’ perspectives also revealed insights into how AI shaped engagement with content, the importance of scaffolding AI in the classroom, and how ethics were intertwined with technical function and teaching beliefs.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102896"},"PeriodicalIF":0.0,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143159624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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From multimodal space to digital multimodal text: Making choices in digital multimodal compositions inspired by museum visits in higher education

Computers and Composition Pub Date : 2024-12-14 DOI: 10.1016/j.compcom.2024.102909

Nóra Wünsch-Nagy

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Flexible use: Tracing technological propositions through an educational ecology

Computers and Composition Pub Date : 2024-12-08 DOI: 10.1016/j.compcom.2024.102907

Jeanne Dutton

{"title":"Flexible use: Tracing technological propositions through an educational ecology","authors":"Jeanne Dutton","doi":"10.1016/j.compcom.2024.102907","DOIUrl":"10.1016/j.compcom.2024.102907","url":null,"abstract":"<div><div>To stave off extinction, many Small Liberal Arts Colleges (SLACs) have undertaken dramatic initiatives—often scripted by outside consultants—to bolster their financial solvency, increase their enrollment, excite donor interest, and revitalize their pedagogy, Writing Scholars like Overstreet (2022) and Devoss, Cushman and Grabill (2005) have called for more fine-grained analysis of the sites of Higher Education and the changes that occur in how they teach and engage in the activity of writing and composition. Though multiple studies have measured the efficacy of a newly introduced technological systems of practice to improve writing, much less research has gone into understanding the compositional design of what ‘good’ represents or how value may skew toward the various ideologies that support other stakeholders in addition to the implementing entity. Writing technologies, measured by the criteria of the very literacies which they enact (digital proficiency determining the value of digital tools, for example, mobile proficiency determining the value of mobile tools) often introduce cycles of spending in SLACs which compel them to re-invest in simulacrums of the externally defined modern or good even as the internal struggles that justify spending remain consistent and problematic. This study, borrowing from the spatial analysis of scholars like Pigg (2014) and genre studies of Spinuzzi (2003), looks at how the propositions of a 1:1 technology initiative cut across a local community and were shared, lived, and governed collectively to see the multimodal whole of a community plan to create innovation and improve their social condition.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102907"},"PeriodicalIF":0.0,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143159074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Large language models and digital multimodal composition in the first-year composition classrooms: An encroachment and/or enhancement dilemma

Computers and Composition Pub Date : 2024-12-03 DOI: 10.1016/j.compcom.2024.102892

Hem Lal Pandey , Purna Chandra Bhusal , Sanjeev Niraula

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