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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: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.


 

 

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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: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.

You can follow any of the paths listed below by clicking on the chapter titles.  Each page has a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.

We'd be glad to hear your comments and questions.  Send us an email or use the Hypothes.is tool to make comments directly to a page.  The arrow on the the right-hand side of the screen will open the Hyposthes.is menu and direct you how to open an account.
 
 

 

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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: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.

You can follow any of the paths listed below by clicking on the chapter titles.  Each page has a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.

We'd be glad to hear your comments and questions.  Send us an email or use the Hypothes.is tool to make comments directly to a page.  The arrow on the the right-hand side of the screen will open the Hyposthes.is menu and direct you how to open an account.
 
 

 

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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: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.

You can follow any of the paths listed below by clicking on the chapter titles.  Each page has a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.

We'd be glad to hear your comments and questions.  Send us an email or use the Hypothes.is tool to make comments directly to a page.  The arrow on the the right-hand side of the screen will open the Hyposthes.is menu and direct you how to open an account

 
 

 

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Kristine Kelly, and Anthony Hersh

 

Creativity, Visual Richness, Collaboration,
Fresh Approaches to Writing, Digital Literacy


These terms characterize the goals of our working group's proposal for a year-long cooperative project using digital tools in our writing and research classes in SAGES and Cognitive Science.  We chose to use platforms and tools where students could experiment with and experience writing in different digital forms: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.

Our ambition is to promote digital literacy and to help students assume some creative agency in the digital, internet-driven world they live in.

Collaboration is a skill that students in all disciplines need more experience with. 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 large-group, whole-class projects, students needed to build connections between their individual pages to make a successful whole project.  Other projects allowed students to work individually and to share their work among their academic cohort.
 
Thus, 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.
 
With this Active Learning + project, we hope to offer students and instructors a fresh approach to research writing and the potentials of digital media in this practice. For instance, as you’ll see in linked examples, student writers analyze relevant primary and secondary materials and also supplement 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. Browse through the pages of the book and follow the paths we have set.

You can follow any of the paths below by clicking on them.  Each page will have a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.
 
Please contact us directly if you have any questions.
 
 

 

", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#defaultView" : [ { "value" : "image_header", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#continue_to_content_id" : [ { "value" : "378937", "type" : "literal" } ], "http://www.w3.org/ns/prov#wasAttributedTo" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/users/7305", "type" : "uri" } ], "http://purl.org/dc/terms/created" : [ { "value" : "2017-05-11T20:49:09-07:00", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#urn" : [ { "value" : "urn:scalar:version:1186149", "type" : "uri" } ], "http://purl.org/dc/terms/isVersionOf" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction", "type" : "uri" } ], "http://purl.org/dc/terms/replaces" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.44", "type" : "uri" } ], "http://purl.org/dc/terms/isReplacedBy" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.46", "type" : "uri" } ], "http://www.w3.org/1999/02/22-rdf-syntax-ns#type" : [ { "value" : "http://scalar.usc.edu/2012/01/scalar-ns#Version", "type" : "uri" } ] }, "https://scalar.usc.edu/works/digital-writing/introduction.44" : { "http://open.vocab.org/terms/versionnumber" : [ { "value" : "44", "type" : "literal" } ], "http://purl.org/dc/terms/title" : [ { "value" : "Introduction", "type" : "literal" } ], "http://rdfs.org/sioc/ns#content" : [ { "value" : "by William Deal,  Denna Iammarino, Barbara Burgess-Van Aken,
Kristine Kelly, and Anthony Hersh

 

Creativity, Visual Richness, Collaboration,
Fresh Approaches to Writing, Digital Literacy


These terms characterize the goals of our working group's proposal for a year-long cooperative project using digital tools in our writing and research classes in SAGES and Cognitive Science.  We chose to use platforms and tools where students could experiment with and experience writing in different digital forms: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.

Our ambition is to promote digital literacy and to help students assume some creative agency in the digital, internet-driven world they live in.

Collaboration is a skill that students in all disciplines need more experience with. 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 large-group, whole-class projects, students needed to build connections between their individual pages to make a successful whole project.  Other projects allowed students to work individually and to share their work among their academic cohort.
 
Thus, 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.
 
With this Active Learning + project, we hope to offer students and instructors a fresh approach to research writing and the potentials of digital media in this practice. For instance, as you’ll see in linked examples, student writers analyze relevant primary and secondary materials and also supplement 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. Browse through the pages of the book and follow the paths we have set.

You can follow any of the paths below by clicking on them.  Each page will have a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.
 
Please contact us directly if you have any questions.
 
 

 

", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#defaultView" : [ { "value" : "image_header", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#continue_to_content_id" : [ { "value" : "378937", "type" : "literal" } ], "http://www.w3.org/ns/prov#wasAttributedTo" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/users/7305", "type" : "uri" } ], "http://purl.org/dc/terms/created" : [ { "value" : "2017-05-11T20:42:19-07:00", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#urn" : [ { "value" : "urn:scalar:version:1186140", "type" : "uri" } ], "http://purl.org/dc/terms/isVersionOf" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction", "type" : "uri" } ], "http://purl.org/dc/terms/replaces" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.43", "type" : "uri" } ], "http://purl.org/dc/terms/isReplacedBy" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.45", "type" : "uri" } ], "http://www.w3.org/1999/02/22-rdf-syntax-ns#type" : [ { "value" : "http://scalar.usc.edu/2012/01/scalar-ns#Version", "type" : "uri" } ] }, "https://scalar.usc.edu/works/digital-writing/introduction.43" : { "http://open.vocab.org/terms/versionnumber" : [ { "value" : "43", "type" : "literal" } ], "http://purl.org/dc/terms/title" : [ { "value" : "Introduction", "type" : "literal" } ], "http://rdfs.org/sioc/ns#content" : [ { "value" : "by William Deal,  Denna Iammarino, Barbara Burgess-Van Aken,
Kristine Kelly, and Anthony Hersh

 

Creativity, Visual Richness, Collaboration,
Fresh Approaches to Writing, Digital Literacy


These terms characterize the goals of our working group's proposal for a year-long cooperative project using digital tools in our writing and research classes in SAGES and Cognitive Science.  We chose to use platforms and tools where students could experiment with and experience writing in different digital forms: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.

Our ambition is to promote digital literacy and to help students assume some creative agency in the digital, internet-driven world they live in.

Collaboration is a skill that students in all disciplines need more experience with. 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 large-group, whole-class projects, students needed to build connections between their individual pages to make a successful whole project.  Other projects allowed students to work individually and to share their work among their academic cohort.
 
Thus, 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.
 
With this Active Learning + project, we hope to offer students and instructors a fresh approach to research writing and the potentials of digital media in this practice. For instance, as you’ll see in linked examples, student writers analyze relevant primary and secondary materials and also supplement 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. Browse through the pages of the book and follow the paths we have set.

You can follow any of the paths below by clicking on them.  Each page will have a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.
 
Please contact us directly if you have any questions.
 
 

 

", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#defaultView" : [ { "value" : "image_header", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#continue_to_content_id" : [ { "value" : "378937", "type" : "literal" } ], "http://www.w3.org/ns/prov#wasAttributedTo" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/users/7305", "type" : "uri" } ], "http://purl.org/dc/terms/created" : [ { "value" : "2017-05-11T20:38:20-07:00", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#urn" : [ { "value" : "urn:scalar:version:1186132", "type" : "uri" } ], "http://purl.org/dc/terms/isVersionOf" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction", "type" : "uri" } ], "http://purl.org/dc/terms/replaces" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.42", "type" : "uri" } ], "http://purl.org/dc/terms/isReplacedBy" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.44", "type" : "uri" } ], "http://www.w3.org/1999/02/22-rdf-syntax-ns#type" : [ { "value" : "http://scalar.usc.edu/2012/01/scalar-ns#Version", "type" : "uri" } ] }, "https://scalar.usc.edu/works/digital-writing/introduction.42" : { "http://open.vocab.org/terms/versionnumber" : [ { "value" : "42", "type" : "literal" } ], "http://purl.org/dc/terms/title" : [ { "value" : "Introduction", "type" : "literal" } ], "http://rdfs.org/sioc/ns#content" : [ { "value" : "by William Deal,  Denna Iammarino, Barbara Burgess-Van Aken,
Kristine Kelly, and Anthony Hersh

 

Creativity, Visual Richness, Collaboration, Fresh Approaches to Writing, Digital Literacy

These terms characterize the goals of our working group's proposal for a year-long cooperative project using digital tools in our writing and research classes in SAGES and Cognitive Science.  We chose to use platforms and tools where students could experiment with and experience writing in different digital forms: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.

Our ambition is to promote digital literacy and to help students assume some creative agency in the digital, internet-driven world they live in.

Collaboration is a skill that students in all disciplines need more experience with. 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 large-group, whole-class projects, students needed to build connections between their individual pages to make a successful whole project.  Other projects allowed students to work individually and to share their work among their academic cohort.
 
Thus, 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.
 
With this Active Learning + project, we hope to offer students and instructors a fresh approach to research writing and the potentials of digital media in this practice. For instance, as you’ll see in linked examples, student writers analyze relevant primary and secondary materials and also supplement 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. Browse through the pages of the book and follow the paths we have set.

You can follow any of the paths below by clicking on them.  Each page will have a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.
 
Please contact us directly if you have any questions.
 
 

 

", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#defaultView" : [ { "value" : "image_header", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#continue_to_content_id" : [ { "value" : "378937", "type" : "literal" } ], "http://www.w3.org/ns/prov#wasAttributedTo" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/users/7305", "type" : "uri" } ], "http://purl.org/dc/terms/created" : [ { "value" : "2017-05-11T20:35:09-07:00", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#urn" : [ { "value" : "urn:scalar:version:1186126", "type" : "uri" } ], "http://purl.org/dc/terms/isVersionOf" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction", "type" : "uri" } ], "http://purl.org/dc/terms/replaces" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.41", "type" : "uri" } ], "http://purl.org/dc/terms/isReplacedBy" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.43", "type" : "uri" } ], "http://www.w3.org/1999/02/22-rdf-syntax-ns#type" : [ { "value" : "http://scalar.usc.edu/2012/01/scalar-ns#Version", "type" : "uri" } ] }, "https://scalar.usc.edu/works/digital-writing/introduction.41" : { "http://open.vocab.org/terms/versionnumber" : [ { "value" : "41", "type" : "literal" } ], "http://purl.org/dc/terms/title" : [ { "value" : "Introduction", "type" : "literal" } ], "http://rdfs.org/sioc/ns#content" : [ { "value" : "by William Deal,  Denna Iammarino, Barbara Burgess-Van Aken,
Kristine Kelly, and Anthony Hersh

 

Creativity, Visual Richness, Refreshed Writing, Collaboration, Digital Literacy

These terms characterize the goals of our working group's proposal for a year-long cooperative project using digital tools in our writing and research classes in SAGES and Cognitive Science.  We chose to use platforms and tools where students could experiment with and experience writing in different digital forms: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.

Our ambition is to promote digital literacy and to help students assume some creative agency in the digital, internet-driven world they live in.

Collaboration is a skill that students in all disciplines need more experience with. 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 large-group, whole-class projects, students needed to build connections between their individual pages to make a successful whole project.  Other projects allowed students to work individually and to share their work among their academic cohort.
 
Thus, 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.
 
With this Active Learning + project, we hope to offer students and instructors a fresh look at research writing and the potentials of digital media in this practice. For instance, as you’ll see in linked examples, student writers analyze relevant primary and secondary materials and also supplement 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. Browse through the pages of the book and follow the paths we have set.

You can follow any of the paths below by clicking on them.  Each page will have a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.
 
Please contact us directly if you have any questions.
 
 

 

", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#defaultView" : [ { "value" : "image_header", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#continue_to_content_id" : [ { "value" : "378937", "type" : "literal" } ], "http://www.w3.org/ns/prov#wasAttributedTo" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/users/9746", "type" : "uri" } ], "http://purl.org/dc/terms/created" : [ { "value" : "2017-05-11T16:13:41-07:00", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#urn" : [ { "value" : "urn:scalar:version:1185813", "type" : "uri" } ], "http://purl.org/dc/terms/isVersionOf" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction", "type" : "uri" } ], "http://purl.org/dc/terms/replaces" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.40", "type" : "uri" } ], "http://purl.org/dc/terms/isReplacedBy" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.42", "type" : "uri" } ], "http://www.w3.org/1999/02/22-rdf-syntax-ns#type" : [ { "value" : "http://scalar.usc.edu/2012/01/scalar-ns#Version", "type" : "uri" } ] }, "https://scalar.usc.edu/works/digital-writing/introduction.40" : { "http://open.vocab.org/terms/versionnumber" : [ { "value" : "40", "type" : "literal" } ], "http://purl.org/dc/terms/title" : [ { "value" : "Introduction", "type" : "literal" } ], "http://rdfs.org/sioc/ns#content" : [ { "value" : "by William Deal,  Denna Iammarino, Barbara Burgess-Van Aken,
Kristine Kelly, and Anthony Hersh

 

Creativity, Visual Richness, Refreshed Writing, Collaboration, Digital Literacy

These terms characterize the goals of our working group's proposal for a year-long cooperative project using digital tools in our writing and research classes in SAGES and Cognitive Science.  We chose to use platforms and tools where students could experiment with and experience writing in different digital forms: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.

Our ambition is to promote digital literacy and to help students assume some creative agency in the digital, internet-driven world they live in.

Collaboration is a skill that students in all disciplines need more experience with. 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 large-group, whole-class projects, students needed to build connections between their individual pages to make a successful whole project.  Other projects allowed students to work individually and to share their work among their academic cohort.
 
Thus, 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.
 
With this Active Learning + project, we hope to offer students and instructors a fresh look at research writing and the potentials of digital media in this practice. For instance, as you’ll see in linked examples, student writers analyze relevant primary and secondary materials and also supplement 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. Browse through the pages of the book and follow the paths we have set.

You can follow any of the paths below by clicking on them.  Each page will have a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.
 
Please contact us directly if you have any questions.
 
 

 

", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#defaultView" : [ { "value" : "image_header", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#continue_to_content_id" : [ { "value" : "378937", "type" : "literal" } ], "http://www.w3.org/ns/prov#wasAttributedTo" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/users/9746", "type" : "uri" } ], "http://purl.org/dc/terms/created" : [ { "value" : "2017-05-11T16:13:37-07:00", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#urn" : [ { "value" : "urn:scalar:version:1185812", "type" : "uri" } ], "http://purl.org/dc/terms/isVersionOf" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction", "type" : "uri" } ], "http://purl.org/dc/terms/replaces" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.39", "type" : "uri" } ], "http://purl.org/dc/terms/isReplacedBy" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.41", "type" : "uri" } ], "http://www.w3.org/1999/02/22-rdf-syntax-ns#type" : [ { "value" : "http://scalar.usc.edu/2012/01/scalar-ns#Version", "type" : "uri" } ] }, "https://scalar.usc.edu/works/digital-writing/introduction.39" : { "http://open.vocab.org/terms/versionnumber" : [ { "value" : "39", "type" : "literal" } ], "http://purl.org/dc/terms/title" : [ { "value" : "Introduction", "type" : "literal" } ], "http://rdfs.org/sioc/ns#content" : [ { "value" : "by William Deal,  Denna Iammarino, Barbara Burgess-Van Aken,
Kristine Kelly, and Anthony Hersh

 

Creativity, Visual Richness, Refreshed Writing, Collaboration, Digital Literacy

These terms characterize the goals of our working group's proposal for a year-long cooperative project using digital tools in our writing and research classes in SAGES and Cognitive Science.  We chose to use platforms and tools where students could experiment with and experience writing in different digital forms: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.

Our ambition is to promote digital literacy and to help students assume some creative agency in the digital, internet-driven world they live in.

Collaboration is a skill that students in all disciplines need more experience with. 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 large-group, whole-class projects, students needed to build connections between their individual pages to make a successful whole project.  Other projects allowed students to work individually and to share their work among their academic cohort.
 
Thus, 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.
 
With this Active Learning + project, we hope to offer students and instructors a fresh look at research writing and the potentials of digital media in this practice. For instance, as you’ll see in linked examples, student writers analyze relevant primary and secondary materials and also supplement 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. Browse through the pages of the book and follow the paths we have set.

You can follow any of the paths below by clicking on them.  Each page will have a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.
 
Please contact us directly if you have any questions.
 
 

 

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Kristine Kelly, and Anthony Hersh

 

Creativity, Visual Richness, Refreshed Writing, Collaboration, Digital Literacy

These terms characterize the goals of our working group's proposal for a year-long cooperative project using digital tools in our writing and research classes in SAGES and Cognitive Science.  We chose to use platforms and tools where students could experiment with and experience writing in different digital forms: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.

Our ambition is to promote digital literacy and to help students assume some creative agency in the digital, internet-driven world they live in.

Collaboration is a skill that students in all disciplines need more experience with. 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 large-group, whole-class projects, students needed to build connections between their individual pages to make a successful whole project.  Other projects allowed students to work individually and to share their work among their academic cohort.
 
Thus, 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.
 
With this Active Learning + project, we hope to offer students and instructors a fresh look at research writing and the potentials of digital media in this practice. For instance, as you’ll see in linked examples, student writers analyze relevant primary and secondary materials and also supplement 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. Browse through the pages of the book and follow the paths we have set.

You can follow any of the paths below by clicking on them.  Each page will have a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.
 
Please contact us directly if you have any questions.
 
 

 

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Kristine Kelly, and Anthony Hersh

 

Creativity, Visual Richness, Refreshed Writing, Collaboration, Digital Literacy

These terms characterize the goals of our working group's proposal for a year-long cooperative project using digital tools in our writing and research classes in SAGES and Cognitive Science.  We chose to use platforms and tools where students could experiment with and experience writing in different digital forms:
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.

Our ambition is to promote digital literacy and to help students assume some creative agency in the digital, internet-driven world they live in.

Collaboration is a skill that students in all disciplines need more experience with. 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 large-group, whole-class projects, students needed to build connections between their individual pages to make a successful whole project.  Other projects allowed students to work individually and to share their work among their academic cohort.
 
Thus, 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.
 
With this Active Learning + project, we hope to offer students and instructors a fresh look at research writing and the potentials of digital media in this practice. For instance, as you’ll see in linked examples, student writers analyze relevant primary and secondary materials and also supplement 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. Browse through the pages of the book and follow the paths we have set.

You can follow any of the paths below by clicking on them.  Each page will have a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.
 
Please contact us directly if you have any questions.
 
 

 

", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#defaultView" : [ { "value" : "image_header", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#continue_to_content_id" : [ { "value" : "378937", "type" : "literal" } ], "http://www.w3.org/ns/prov#wasAttributedTo" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/users/7305", "type" : "uri" } ], "http://purl.org/dc/terms/created" : [ { "value" : "2017-05-11T14:39:22-07:00", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#urn" : [ { "value" : "urn:scalar:version:1185533", "type" : "uri" } ], "http://purl.org/dc/terms/isVersionOf" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction", "type" : "uri" } ], "http://purl.org/dc/terms/replaces" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.36", "type" : "uri" } ], "http://purl.org/dc/terms/isReplacedBy" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.38", "type" : "uri" } ], "http://www.w3.org/1999/02/22-rdf-syntax-ns#type" : [ { "value" : "http://scalar.usc.edu/2012/01/scalar-ns#Version", "type" : "uri" } ] }, "https://scalar.usc.edu/works/digital-writing/introduction.36" : { "http://open.vocab.org/terms/versionnumber" : [ { "value" : "36", "type" : "literal" } ], "http://purl.org/dc/terms/title" : [ { "value" : "Introduction", "type" : "literal" } ], "http://rdfs.org/sioc/ns#content" : [ { "value" : "by William Deal,  Denna Iammarino, Barbara Burgess-Van Aken,
Kristine Kelly, and Anthony Hersh

 

Creativity, Visual Richness, Refreshed Writing, Collaboration, Digital Literacy

These terms characterize the goals of our working group's proposal for a year-long cooperative project using digital tools in our writing and research classes in SAGES and Cognitive Science.  We chose to use platforms and tools where students could experiment with and experience writing in different digital forms:
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.

Our ambition is to promote digital literacy and to help students assume some creative agency in the digital, internet-driven world they live in.

Collaboration is a skill that students in all disciplines need more experience with. 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 large-group, whole-class projects, students needed to build connections between their individual pages to make a successful whole project.  Other projects allowed students to work individually and to share their work among their academic cohort.
 
Thus, 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.
 
With this Active Learning + project, we hope to offer students and instructors a fresh look at research writing and the potentials of digital media in this practice. For instance, as you’ll see in linked examples, student writers analyze relevant primary and secondary materials and also supplement 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. Browse through the pages of the book and follow the paths we have set.

You can follow any of the paths below by clicking on them.  Each page will have a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.
 
Please contact us directly if you have any questions.
 
 

 

", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#defaultView" : [ { "value" : "image_header", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#continue_to_content_id" : [ { "value" : "378937", "type" : "literal" } ], "http://www.w3.org/ns/prov#wasAttributedTo" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/users/7305", "type" : "uri" } ], "http://purl.org/dc/terms/created" : [ { "value" : "2017-05-11T14:34:44-07:00", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#urn" : [ { "value" : "urn:scalar:version:1185522", "type" : "uri" } ], "http://purl.org/dc/terms/isVersionOf" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction", "type" : "uri" } ], "http://purl.org/dc/terms/replaces" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.35", "type" : "uri" } ], "http://purl.org/dc/terms/isReplacedBy" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.37", "type" : "uri" } ], "http://www.w3.org/1999/02/22-rdf-syntax-ns#type" : [ { "value" : "http://scalar.usc.edu/2012/01/scalar-ns#Version", "type" : "uri" } ] }, "https://scalar.usc.edu/works/digital-writing/introduction.35" : { "http://open.vocab.org/terms/versionnumber" : [ { "value" : "35", "type" : "literal" } ], "http://purl.org/dc/terms/title" : [ { "value" : "Introduction", "type" : "literal" } ], "http://rdfs.org/sioc/ns#content" : [ { "value" : "by William Deal,  Denna Iammarino, Barbara Burgess-Van Aken,
Kristine Kelly, and Anthony Hersh

 

Creativity, Visual Richness, Refreshed Writing, Collaboration, Digital Literacy

These terms characterize the goals of our working group's proposal for a year-long cooperative project using digital tools in our writing and research classes in SAGES and Cognitive Science.  We chose to use platforms and tools where students could experiment with and experience writing in different digital forms: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. 
 
Our ambition is to promote digital literacy and to help students assume some creative agency in the digital, internet-driven world they live in.

Collaboration is a skill that students in all disciplines need more experience with. 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 large-group, whole-class projects, students needed to build connections between their individual pages to make a successful whole project.  Other projects allowed students to work individually and to share their work among their academic cohort.
 
Thus, 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.
 
With this Active Learning + project, we hope to offer students and instructors a fresh look at research writing and the potentials of digital media in this practice. For instance, as you’ll see in linked examples, student writers analyze relevant primary and secondary materials and also supplement 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. Browse through the pages of the book and follow the paths we have set.

You can follow any of the paths below by clicking on them.  Each page will have a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.
 
Please contact us directly if you have any questions.
 
 

 

", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#defaultView" : [ { "value" : "image_header", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#continue_to_content_id" : [ { "value" : "378937", "type" : "literal" } ], "http://www.w3.org/ns/prov#wasAttributedTo" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/users/7305", "type" : "uri" } ], "http://purl.org/dc/terms/created" : [ { "value" : "2017-05-11T14:32:35-07:00", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#urn" : [ { "value" : "urn:scalar:version:1185518", "type" : "uri" } ], "http://purl.org/dc/terms/isVersionOf" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction", "type" : "uri" } ], "http://purl.org/dc/terms/replaces" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.34", "type" : "uri" } ], "http://purl.org/dc/terms/isReplacedBy" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.36", "type" : "uri" } ], "http://www.w3.org/1999/02/22-rdf-syntax-ns#type" : [ { "value" : "http://scalar.usc.edu/2012/01/scalar-ns#Version", "type" : "uri" } ] }, "https://scalar.usc.edu/works/digital-writing/introduction.34" : { "http://open.vocab.org/terms/versionnumber" : [ { "value" : "34", "type" : "literal" } ], "http://purl.org/dc/terms/title" : [ { "value" : "Introduction", "type" : "literal" } ], "http://rdfs.org/sioc/ns#content" : [ { "value" : "by William Deal,  Denna Iammarino, Barbara Burgess-Van Aken,
Kristine Kelly, and Anthony Hersh

 

Creativity, Visual Richness, Refreshed Writing, Collaboration, Digital Literacy

These terms characterize the goals of our working group's proposal for a year-long cooperative project using digital tools in our writing and research classes in SAGES and Cognitive Science.  We chose to use platforms and tools where students could experiment with and experience writing in different digital forms: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. 
 
Our ambition is to promote digital literacy and to help students assume some creative agency in the digital, internet-driven world they live in.

Collaboration is a skill that students in all disciplines need more experience with. 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 large-group, whole-class projects, students needed to build connections between their individual pages to make a successful whole project.  Other projects allowed students to work individually and to share their work among their academic cohort.
 
Thus, 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.
 
With this Active Learning + project, we hope to offer students and instructors a fresh look at research writing and the potentials of digital media in this practice. For instance, as you’ll see in linked examples, student writers analyze relevant primary and secondary materials and also supplement 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. Browse through the pages of the book and follow the paths we have set.

You can follow any of the paths below by clicking on them.  Each page will have a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.
 
Please contact us directly if you have any questions.
 
 

 

", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#defaultView" : [ { "value" : "image_header", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#continue_to_content_id" : [ { "value" : "378937", "type" : "literal" } ], "http://www.w3.org/ns/prov#wasAttributedTo" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/users/7305", "type" : "uri" } ], "http://purl.org/dc/terms/created" : [ { "value" : "2017-05-11T14:29:00-07:00", "type" : "literal" } ], "http://scalar.usc.edu/2012/01/scalar-ns#urn" : [ { "value" : "urn:scalar:version:1185399", "type" : "uri" } ], "http://purl.org/dc/terms/isVersionOf" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction", "type" : "uri" } ], "http://purl.org/dc/terms/replaces" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.33", "type" : "uri" } ], "http://purl.org/dc/terms/isReplacedBy" : [ { "value" : "https://scalar.usc.edu/works/digital-writing/introduction.35", "type" : "uri" } ], "http://www.w3.org/1999/02/22-rdf-syntax-ns#type" : [ { "value" : "http://scalar.usc.edu/2012/01/scalar-ns#Version", "type" : "uri" } ] }, "https://scalar.usc.edu/works/digital-writing/introduction.33" : { "http://open.vocab.org/terms/versionnumber" : [ { "value" : "33", "type" : "literal" } ], "http://purl.org/dc/terms/title" : [ { "value" : "Introduction", "type" : "literal" } ], "http://rdfs.org/sioc/ns#content" : [ { "value" : "by William Deal,  Denna Iammarino, Barbara Burgess-Van Aken,
Kristine Kelly, and Anthony Hersh

 

Creativity, Visual Engagement, Refreshed Writing Approaches, Collaboration, Digital Literacy

These terms characterize the goals of our working group's proposal for a year-long cooperative project using digital tools in our writing and research classes in SAGES and Cognitive Science.  We chose to use platforms and tools where students could experiment with and experience writing in different digital forms: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. 
 
Our ambition is to promote digital literacy and to help students assume some creative agency in the digital, internet-driven world they live in.

Collaboration is a skill that students in all disciplines need more experience with. 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 large-group, whole-class projects, students needed to build connections between their individual pages to make a successful whole project.  Other projects allowed students to work individually and to share their work among their academic cohort.
 
Thus, 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.
 
With this Active Learning + project, we hope to offer students and instructors a fresh look at research writing and the potentials of digital media in this practice. For instance, as you’ll see in linked examples, student writers analyze relevant primary and secondary materials and also supplement 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. Browse through the pages of the book and follow the paths we have set.

You can follow any of the paths below by clicking on them.  Each page will have a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.
 
Please contact us directly if you have any questions.
 
 

 

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Kristine Kelly, and Anthony Hersh

 

Creativity, Visual Engagement, Refreshed Writing Approaches, Collaboration, Digital Literacy

These terms characterize the goals of our working group's proposal for a year-long cooperative project using digital tools in our writing and research classes in SAGES and Cognitive Science.  We chose to use platforms and tools where students could experiment with and experience writing in different digital forms: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. 
 
Our ambition is to promote digital literacy and to help students assume some creative agency in the digital, internet-driven world they live in.

Collaboration is a skill that students in all disciplines need more experience with. 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 large-group, whole-class projects, students needed to build connections between their individual pages to make a successful whole project.  Other projects allowed students to work individually and to share their work among their academic cohort.
 
Thus, 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.
 
With this Active Learning + project, we hope to offer students and instructors a fresh look at research writing and the potentials of digital media in this practice. For instance, as you’ll see in linked examples, student writers analyze relevant primary and secondary materials and also supplement 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. Browse through the pages of the book and follow the paths we have set. 

You can follow any of the paths below by clicking on them.  Each page will have a menu at the bottom directing you to the next page on that path.  To return to this Introduction page or to navigate to another path, click the menu icon at the top left of the page in the black bar across the top.
 
Please contact us directly if you have any questions.
 
 

 

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Kristine Kelly, and Anthony Hersh

Page in Progress--

Creativity, Visual engagement, Refreshed research writing, Collaboration,  Digital Literacy
These terms characterize our working group's proposal for a year-long cooperative project to experiment with using digital tools in our writing and research classes in SAGES and Cognitive Science.   While in our original proposal we planned to use Scalar, an open-source web publishing platform developed by USC, we added other tools like MediaWiki, Comic Life, and Twine as platforms where students could experiment with and experience writing in different digital forms.
 

In designing this project, we wanted to inspire our students to be more creative and to assume greater agency as writers and readers.  Hence, our assignments encourage them experiment with non-linear, media rich writing and to think creatively about how to organize and present diverse materials like images, video, audio, and text.  By finding, producing, and curating images, video, audio, and traditionally written text, students take an active role in selection and form of their research and also in deciding how diverse media can count as meaningful knowledge.



We also considered how collaboration is a skill that students need more experience with. Scalar, in particular, fosters active, collaborative learning inside and outside the classroom.  For their projects, small groups of students will brainstorm and decide their projects’ focus and the media and materials to include. Even if a group of collaborating students divided the pages among themselves, they would still need to build connections between their individual pages to make a successful project.  Thus, using Scalar as a collaboration tool requires that we teach them how to 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.

Digital writing can be integrated into courses in a number of ways and on any timeline, ranging from full-semester projects to small-scale individual or group projects.  For example, Scalar can serve as a repository for student-generated research about a class topic as well as a space to begin to analyze and contextualize research. Here, relevant primary and secondary materials can be used to supplement and enrich assigned course materials, ultimately creating autonomy in student researchers as they develop continued connections between course materials and what they see as larger contexts. 

 

Scalar can be integrated into courses in a number of ways and on any timeline, ranging from full-semester projects to small-scale individual or group projects. As an ongoing course tool, Scalar can serve as a repository for student-generated research about a class topic as well as a space to begin to analyze and contextualize research. Here, relevant primary and secondary materials can be used to supplement and enrich assigned course materials, ultimately creating autonomy in student researchers as they develop continued connections between course materials and what they see as larger contexts.

We are especially eager to work as a collaborative group in order to develop best practices around using Scalar for course projects. Our intention is to share these practices with others in the campus instructional community who might be interested in how Scalar can add a significant active learning aspect to their courses. Our collaborations will include working together to establish model(s) for doing these projects.

 

 

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Kristine Kelly, and Anthony Hersh

Page in Progress--

Invention, collaboration, research writing, collection,
Even if a group of collaborating students divided the pages among themselves, they would still need to build connections between their individual pages to make a successful project.  Thus, using Scalar as a collaboration tool requires that we teach them how to 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.

 

Digital writing can be integrated into courses in a number of ways and on any timeline, ranging from full-semester projects to small-scale individual or group projects.  For example, Scalar can serve as a repository for student-generated research about a class topic as well as a space to begin to analyze and contextualize research. Here, relevant primary and secondary materials can be used to supplement and enrich assigned course materials, ultimately creating autonomy in student researchers as they develop continued connections between course materials and what they see as larger contexts. 

 

Scalar can be integrated into courses in a number of ways and on any timeline, ranging from full-semester projects to small-scale individual or group projects. As an ongoing course tool, Scalar can serve as a repository for student-generated research about a class topic as well as a space to begin to analyze and contextualize research. Here, relevant primary and secondary materials can be used to supplement and enrich assigned course materials, ultimately creating autonomy in student researchers as they develop continued connections between course materials and what they see as larger contexts.

We are especially eager to work as a collaborative group in order to develop best practices around using Scalar for course projects. Our intention is to share these practices with others in the campus instructional community who might be interested in how Scalar can add a significant active learning aspect to their courses. Our collaborations will include working together to establish model(s) for doing these projects.

 

 

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Kristine Kelly, and Anthony Hersh

Page in Progress--

Invention, collaboration, research writing, collection,
Even if a group of collaborating students divided the pages among themselves, they would still need to build connections between their individual pages to make a successful project.  Thus, using Scalar as a collaboration tool requires that we teach them how to 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.

 

Digital writing can be integrated into courses in a number of ways and on any timeline, ranging from full-semester projects to small-scale individual or group projects.  For example, Scalar can serve as a repository for student-generated research about a class topic as well as a space to begin to analyze and contextualize research. Here, relevant primary and secondary materials can be used to supplement and enrich assigned course materials, ultimately creating autonomy in student researchers as they develop continued connections between course materials and what they see as larger contexts. 

 

Scalar can be integrated into courses in a number of ways and on any timeline, ranging from full-semester projects to small-scale individual or group projects. As an ongoing course tool, Scalar can serve as a repository for student-generated research about a class topic as well as a space to begin to analyze and contextualize research. Here, relevant primary and secondary materials can be used to supplement and enrich assigned course materials, ultimately creating autonomy in student researchers as they develop continued connections between course materials and what they see as larger contexts.

We are especially eager to work as a collaborative group in order to develop best practices around using Scalar for course projects. Our intention is to share these practices with others in the campus instructional community who might be interested in how Scalar can add a significant active learning aspect to their courses. Our collaborations will include working together to establish model(s) for doing these project

 

 

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Kristine Kelly, and Anthony Hersh

Page in Progress--

Invention, collaboration, research writing, collection,
Even if a group of collaborating students divided the pages among themselves, they would still need to build connections between their individual pages to make a successful project.  Thus, using Scalar as a collaboration tool requires that we teach them how to 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.

 

Digital writing can be integrated into courses in a number of ways and on any timeline, ranging from full-semester projects to small-scale individual or group projects.  For example, Scalar can serve as a repository for student-generated research about a class topic as well as a space to begin to analyze and contextualize research. Here, relevant primary and secondary materials can be used to supplement and enrich assigned course materials, ultimately creating autonomy in student researchers as they develop continued connections between course materials and what they see as larger contexts. 

 

Scalar can be integrated into courses in a number of ways and on any timeline, ranging from full-semester projects to small-scale individual or group projects. As an ongoing course tool, Scalar can serve as a repository for student-generated research about a class topic as well as a space to begin to analyze and contextualize research. Here, relevant primary and secondary materials can be used to supplement and enrich assigned course materials, ultimately creating autonomy in student researchers as they develop continued connections between course materials and what they see as larger contexts.

We are especially eager to work as a collaborative group in order to develop best practices around using Scalar for course projects. Our intention is to share these practices with others in the campus instructional community who might be interested in how Scalar can add a significant active learning aspect to their courses. Our collaborations will include working together to establish model(s) for doing these project

 

 

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Kristine Kelly, and Anthony Hersh

Page in Progress--

Invention, collaboration, research writing, collection,
Even if a group of collaborating students divided the pages among themselves, they would still need to build connections between their individual pages to make a successful project.  Thus, using Scalar as a collaboration tool requires that we teach them how to 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.

 

Digital writing can be integrated into courses in a number of ways and on any timeline, ranging from full-semester projects to small-scale individual or group projects.  For example, Scalar can serve as a repository for student-generated research about a class topic as well as a space to begin to analyze and contextualize research. Here, relevant primary and secondary materials can be used to supplement and enrich assigned course materials, ultimately creating autonomy in student researchers as they develop continued connections between course materials and what they see as larger contexts. 

 

Scalar can be integrated into courses in a number of ways and on any timeline, ranging from full-semester projects to small-scale individual or group projects. As an ongoing course tool, Scalar can serve as a repository for student-generated research about a class topic as well as a space to begin to analyze and contextualize research. Here, relevant primary and secondary materials can be used to supplement and enrich assigned course materials, ultimately creating autonomy in student researchers as they develop continued connections between course materials and what they see as larger contexts.

We are especially eager to work as a collaborative group in order to develop best practices around using Scalar for course projects. Our intention is to share these practices with others in the campus instructional community who might be interested in how Scalar can add a significant active learning aspect to their courses. Our collaborations will include working together to establish model(s) for doing these project

 

 

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Page in Progress--

Invention, collaboration, research writing, collection,
Even if a group of collaborating students divided the pages among themselves, they would still need to build connections between their individual pages to make a successful project.  Thus, using Scalar as a collaboration tool requires that we teach them how to 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.

 

Digital writing can be integrated into courses in a number of ways and on any timeline, ranging from full-semester projects to small-scale individual or group projects.  For example, Scalar can serve as a repository for student-generated research about a class topic as well as a space to begin to analyze and contextualize research. Here, relevant primary and secondary materials can be used to supplement and enrich assigned course materials, ultimately creating autonomy in student researchers as they develop continued connections between course materials and what they see as larger contexts. 

 

Scalar can be integrated into courses in a number of ways and on any timeline, ranging from full-semester projects to small-scale individual or group projects. As an ongoing course tool, Scalar can serve as a repository for student-generated research about a class topic as well as a space to begin to analyze and contextualize research. Here, relevant primary and secondary materials can be used to supplement and enrich assigned course materials, ultimately creating autonomy in student researchers as they develop continued connections between course materials and what they see as larger contexts.

We are especially eager to work as a collaborative group in order to develop best practices around using Scalar for course projects. Our intention is to share these practices with others in the campus instructional community who might be interested in how Scalar can add a significant active learning aspect to their courses. Our collaborations will include working together to establish model(s) for doing these project

 

 

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