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1. 1 2017-05-10T04:59:18-07:00 Kristine Kelly 704347a0fb0f4b5c42bc63d040b84f065ec3a67c Annotation Kristine Kelly 2 plain 2017-05-10T05:00:58-07:00 Kristine Kelly 704347a0fb0f4b5c42bc63d040b84f065ec3a67c

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• 1 media/proposal wordcloud.png 2017-01-30T11:33:31-08:00 Introduction 49 image_header 378937 2017-06-08T08:29:42-07:00 by William Deal,  Denna Iammarino, Barbara Burgess-Van Aken,
  Kristine Kelly, and Anthony Hersh

   

  "Creativity," "Visual Richness," "Collaboration," "Sophisticated Writing," "Digital Literacy"

  
  These terms characterize the goals of our working group's proposal for a year-long cooperative project using new digital tools in our writing and research classes in SAGES and Cognitive Science.  Our ambition is to promote digital literacy and to help students assume some creative agency in the digital, internet-driven world they live in.
  
  We chose to use platforms and tools where students could experiment with and experience writing in different digital forms:
  • Scalar, an open-source web publishing platform developed by USC
  • MediaWiki, an open-source wiki writing platform used by Wikipedia
  • Comic Life, software and templates to create visual essays and stories 
  • Twine, an open-source tool for telling interactive, non-linear stories
  Creativity and Visual Richness: In designing this project, we wanted to inspire our students to be creative and to assume greater agency as writers and readers. Hence, our assignments encourage experimentation with non-linear, media rich writing and to think creatively about diverse materials like images, video, audio, and text.  Of course, we also expected and encouraged solid textual research and written analysis. By finding, producing, and curating images, video, audio, and traditionally written text, students take an active role in the selection of materials and form of their research.  They also decide how diverse media can be presented in visually engaging ways and count as meaningful knowledge.
  
  Collaboration: Scalar and MediaWiki, in particular, foster active, collaborative learning inside and outside the classroom.  For some of the projects we assigned, small groups of students brainstormed and decided their projects’ focus and the media and materials to include. For whole-class projects, students built connections between their individual pages to make a cohesive project.  Other projects allowed students to work individually and to share their work among their academic cohort.
   
  Using these digital tools helped students learn how to cooperate and engage in dialogue in real time and, more importantly, to see their writing as a kind of conversation among themselves, other academics, artists, and everyday thinkers.
   
  Sophisticated Writing: With this Active Learning+ project, we hope to offer students and instructors a fresh approach to research writing and an introduction to the affordances of digital media.  For instance, as you’ll see in linked examples, student writers analyzed relevant primary and secondary materials and supplemented their analyses by using the amazing scope of the Internet to find visual and auditory media and to make connections between the course focus and larger contemporary or historical contexts.  The hyperlink becomes a tool, par excellence, of taking writing from the constraints of the page to follow interesting and unexpected paths into the world.
   
  Our working group put our own project into practice and collaborated to produce this Scalar book, Digital Writing, of best practices and insights for using selected digital tools in course projects.