Computers and Composition最新文献

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High-context instruction: A case study of community college student responses for academic success in online composition courses 高语境教学:社区大学生对在线作文课程学业成功反应的个案研究
Computers and Composition Pub Date : 2025-02-10 DOI: 10.1016/j.compcom.2025.102920
Roberto Rojas-Alfaro, Jeshua Enriquez
{"title":"High-context instruction: A case study of community college student responses for academic success in online composition courses","authors":"Roberto Rojas-Alfaro,&nbsp;Jeshua Enriquez","doi":"10.1016/j.compcom.2025.102920","DOIUrl":"10.1016/j.compcom.2025.102920","url":null,"abstract":"<div><div>While online community college students’ engagement with coursework, class retention, and motivation to participate are critical for academic success, these needs often go unmet for diverse and underrepresented populations, especially in the absence of culturally responsive and inclusive teaching practices. This study contributes to the limited research on culturally responsive pedagogy in online community college settings by exploring the implementation and impact of high-context communication practices in that setting, with a focus on improving engagement and academic outcomes for diverse student populations. Drawing on frameworks of culturally responsive teaching and high-context communication, the research examines the effectiveness of “check-in assignments” as a low-stakes, personalized intervention designed to foster stronger faculty-student relationships, enhance student belonging, and bridge cultural communication gaps in online learning environments. Using a mixed-methods approach, the study analyzes quantitative data on assignment engagement and qualitative themes from student responses. Findings indicate that high-context communication practices promote deeper engagement, especially among Hispanic and non-Hispanic females, while highlighting disparities in engagement among male students. Key themes—course perceptions, personal challenges, and faculty-student relationships—underscore the role of culturally informed interventions in addressing the needs of underrepresented groups and enhancing engagement and academic success. Future research could expand on these findings by exploring longitudinal outcomes and adaptive strategies for diverse learning environments.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102920"},"PeriodicalIF":0.0,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377625","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
Voice in AI-assisted multimodal texts: What do readers pay attention to? 人工智能辅助多模态文本中的语音:读者关注什么?
Computers and Composition Pub Date : 2025-02-05 DOI: 10.1016/j.compcom.2025.102918
Xiao Tan , Wei Xu , Chaoran Wang
{"title":"Voice in AI-assisted multimodal texts: What do readers pay attention to?","authors":"Xiao Tan ,&nbsp;Wei Xu ,&nbsp;Chaoran Wang","doi":"10.1016/j.compcom.2025.102918","DOIUrl":"10.1016/j.compcom.2025.102918","url":null,"abstract":"<div><div>Despite the extensive research on voice in traditional text-based writing, there is a notable lack of empirical studies examining this concept within multimodal writing contexts. The shift towards multimodality in writing research, coupled with the rise of Generative Artificial Intelligence (GenAI) in content creation, calls for a deeper understanding of how voice is perceived by readers beyond traditional writing contexts. This mixed-method study addresses this gap by exploring voice construction in GenAI-assisted photo essays from a dialogic perspective. In this study, we invited writing teachers to rank five student-produced photo essays according to their perceived voice strengths and analyzed the rankings using Kendall's Coefficient Concordance. The statistical analysis shows a weak agreement (W = 0.27) among raters, suggesting that voice is perceived quite diversely. The follow-up interviews with six focal raters reveal that they could agree on the importance of having unique ideas and angles in writing, keeping writing coherent and focused, using appropriate quotations, and incorporating images to enhance storytelling. However, opinions diverge regarding using primary and secondary texts, adopting academic discourse features, and including AI-generated images. The study adds to scholarly conversation of voice in composition studies and suggests that divergence in perceiving voice could be leveraged to fuel the discussion about voice in writing pedagogy.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102918"},"PeriodicalIF":0.0,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143273273","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
From “Text-heavy slides” to “That image did a lot of the work”: Five faculty transition from text to visuals in online video instruction 从“文字密集的幻灯片”到“那张图片做了很多工作”:五名教师在在线视频教学中从文字转向视觉
Computers and Composition Pub Date : 2025-02-03 DOI: 10.1016/j.compcom.2025.102917
Ann N. Amicucci, McKenna Argo
{"title":"From “Text-heavy slides” to “That image did a lot of the work”: Five faculty transition from text to visuals in online video instruction","authors":"Ann N. Amicucci,&nbsp;McKenna Argo","doi":"10.1016/j.compcom.2025.102917","DOIUrl":"10.1016/j.compcom.2025.102917","url":null,"abstract":"<div><div>Instructional videos offer learning value to students in online college writing courses, but faculty lack training in composing effective videos, and research on video education has not addressed videos within text-heavy disciplines such as writing studies. This qualitative study examines how 5 writing faculty move from composing text-heavy videos to composing videos that use visuals in place of text, in keeping with practices demonstrated as effective in video education research. Study participants completed training grounded in Universal Design for Learning and Cognitive Theory of Multimedia Learning. Study results demonstrated that this training enabled faculty to produce videos better suited to supporting student learning while developing understandings of how students learn through video.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102917"},"PeriodicalIF":0.0,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143159619","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
Theorizing fanfiction: The importance of remixed social genres composed on the internet 同人小说的理论化:在互联网上创作的混合社会类型的重要性
Computers and Composition Pub Date : 2025-01-30 DOI: 10.1016/j.compcom.2025.102916
Alecia Marie Magnifico , Karis Jones
{"title":"Theorizing fanfiction: The importance of remixed social genres composed on the internet","authors":"Alecia Marie Magnifico ,&nbsp;Karis Jones","doi":"10.1016/j.compcom.2025.102916","DOIUrl":"10.1016/j.compcom.2025.102916","url":null,"abstract":"<div><div>Due to their rapid evolution, scholars sometimes categorize digital and computer-mediated genres as fully distinct from more traditional offline genres. In this theoretical exploration, we complicate binaries of online/offline to understand networked genres in their own right and situate fanfiction and its associated practices. We examine how social genres intertwine with reader response and transliteracies in the complex, ongoing fandom conversations that surround original texts and fan works. We consider the computer-mediated and networked nature of fandom practices and communities, and how these networks allow fans to interact with source content in ways that are distinct from more official interpretive communities such as publishers and literary critics, media producers and reviewers, or writing instructors. Finally, we explore how literature and publishing have been disrupted by contexts like fandoms where texts are often constructed online in bottom-up ways— and the consequences of this disruption for learning about composition.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102916"},"PeriodicalIF":0.0,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143159620","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
Playing the digital dialectic game: Writing pedagogy with generative AI 玩数字辩证法游戏:用生成式人工智能书写教育学
Computers and Composition Pub Date : 2025-01-24 DOI: 10.1016/j.compcom.2025.102915
Rebekah Shultz Colby
{"title":"Playing the digital dialectic game: Writing pedagogy with generative AI","authors":"Rebekah Shultz Colby","doi":"10.1016/j.compcom.2025.102915","DOIUrl":"10.1016/j.compcom.2025.102915","url":null,"abstract":"<div><div>This article explores teaching writing with generative AI as critical play where students and teachers engage in an ethically dialectical and aleatory game with generative AI. I qualitatively surveyed 24 writing teachers about how they teach writing with generative AI as well as its advantages and disadvantages. I discovered that teachers used generative AI to teach about the ethics of generative AI's design and rhetorical use to avoid plagiarism. Teachers also critically played with generative AI to teach the writing process of invention, drafting, revision, and editing. Specifically, the critical, dialectical interplay of human and machine invents in aleatory and emergent ways, creating moments of epiphany for students and teachers within the writing process for invention, drafting, revision, and editing while the real time pace of generative AI democratizes education, making writing and teaching more accessible for them.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102915"},"PeriodicalIF":0.0,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143159621","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}
引用次数: 0
Cultivating networked literacy: Second language writers and the development of online source evaluation strategies 培养网络素养:第二语言作家与网络资源评价策略的发展
Computers and Composition Pub Date : 2025-01-21 DOI: 10.1016/j.compcom.2025.102914
Matthew Overstreet
{"title":"Cultivating networked literacy: Second language writers and the development of online source evaluation strategies","authors":"Matthew Overstreet","doi":"10.1016/j.compcom.2025.102914","DOIUrl":"10.1016/j.compcom.2025.102914","url":null,"abstract":"<div><div>The internet contains a wealth of informational resources. To use online information sources effectively, though, writers must know how to evaluate their credibility. This article reports on an effort to enhance source evaluation skill among a group of second language writers. Researchers used interviews, authentic writing tasks and screen-recording to chart the source use and evaluation practices of participants before and after their first year of university. In the interim, participants were introduced to online research skills including lateral reading, a popular source evaluation technique. We found that when asked to engage in research writing, these writers consistently turned to non-academic sources, especially online news sites and for-profit companies. They deployed seven types of source evaluation strategy and over the course of the study, as a group, traded weaker strategies for stronger ones. These findings provide a glimpse of the current online information ecosystem, as well as a framework to help teachers and researchers better understand how novice writers make choices in networked space. They suggest that the pedagogy offered was a limited success and provide guidance as to how it might be improved.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102914"},"PeriodicalIF":0.0,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143159622","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
Utilizing ChatGPT to integrate world English and diverse knowledge: A transnational perspective in critical artificial intelligence (AI) literacy 利用ChatGPT整合世界英语和多元知识:关键人工智能(AI)素养的跨国视角
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}
引用次数: 0
Mittens and masks: Meme commentary on the covid-19 pandemic 连指手套和口罩:对covid-19大流行的模因评论
Computers and Composition Pub Date : 2025-01-01 DOI: 10.1016/j.compcom.2024.102910
Tracey Hayes
{"title":"Mittens and masks: Meme commentary on the covid-19 pandemic","authors":"Tracey Hayes","doi":"10.1016/j.compcom.2024.102910","DOIUrl":"10.1016/j.compcom.2024.102910","url":null,"abstract":"<div><div>The Inauguration of Joe Biden led to the creation of the Bernie Sanders and his Mittens meme, which had a mask-wearing Sanders huddled on a folding chair (socially distanced) wearing his hand-knitted mittens watching the inauguration. Individuals and organizations crafted their own versions with Sanders (and his mittens) appearing everywhere from The Muppet Show to Da Vinci's painting of the Last Supper. These memes have a connection to the pandemic focusing on aspects related to the pandemic such as social distancing, mask wearing, and isolation. This article serves two purposes, the first uses humor theories and their functions combined with the rhetoric of intertextuality to analyze how these memes functioned and thus provided commentary about life during a pandemic. These memes provided stress relief using humor, but also united people, created community, and established an archive of the time during the pandemic. The second purpose applies the classical rhetorical canon to memes thus exploring how memes can be relevant tools for teaching digital rhetoric.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102910"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143159625","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
Multimodal composing with generative AI: Examining preservice teachers’ processes and perspectives 多模态合成与生成式AI:检视职前教师的过程与观点
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 ,&nbsp;Amanda Yoshiko Shimizu ,&nbsp;Sarah K. Burriss ,&nbsp;Melanie Hundley ,&nbsp;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}
引用次数: 0
From multimodal space to digital multimodal text: Making choices in digital multimodal compositions inspired by museum visits in higher education 从多模态空间到数字多模态文本:受高等教育博物馆参观启发,在数字多模态作品中做出选择
Computers and Composition Pub Date : 2024-12-14 DOI: 10.1016/j.compcom.2024.102909
Nóra Wünsch-Nagy
{"title":"From multimodal space to digital multimodal text: Making choices in digital multimodal compositions inspired by museum visits in higher education","authors":"Nóra Wünsch-Nagy","doi":"10.1016/j.compcom.2024.102909","DOIUrl":"10.1016/j.compcom.2024.102909","url":null,"abstract":"<div><div>Access to generative artificial intelligence (AI) has transformed the pedagogical and creative potential of digital practices in multimodal pedagogies, and more specifically, digital multimodal compositions (DMC). This study aims to explore and understand choices in a DMC project from the perspectives of student experiences and the teacher's pedagogical practices including learning design, assessment, and the integration of AI in the context of a semester-long university course. To answer these questions, the case study presents the analysis of the teacher's choices in terms of course design, and scaffolding and assessment practices. It also explores the challenges students face through the analysis of their pre- and post-course questionnaires, digital multimodal composition artefacts and reflective notes. The study makes suggestions in terms of pedagogical sequences to support students’ choice-making, and the integration of semiotic software and generative AI tools into DMC projects.</div></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":"75 ","pages":"Article 102909"},"PeriodicalIF":0.0,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143159073","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
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