Webb’s stated purpose in this article is to explore specific ways to “extend” C&C scholarly “research beyond the useful anecdotal studies” by calling for a “multimodal approach” to studying the classroom (462). Currently, she argues, most scholars rely on one of the following research models: “theoretical, case studies, and limited quantitative” (462). We need, she says, to “expand our definitions of research” to allow for a wider band of voices (464). The essay outlines the 3 dominant forms, then proposes a mix to produce a 4th.

1. She asserts that to produce scholarship that is accepted by others in the academy (she specifically points to those in Literature), we must design our research to fit their paradigm of acceptable work. She points out that if we want our work to be read and valued, especially for research that “critique[s] dominant definitions of literacy,” in the past we have shaped our work using “accepted conventions” already in place (474). However, the flaw in this approach is that it limits the answers we derive (474).
2. Part of the solution, she argues, is that we need to condition the field to be more accepting. To do that, she points out that suggestions made have played on what she calls the “static dichotomy between ‘literary’ and ‘rhetoric and composition’ scholars,” a schism which she asserts is being challenged and therefore may not be the way to play this (474).  Another solution is to be cross-disciplinary. But she rightly points out that our field has been always already cross-disciplinary focused – which lead her to urge the field to be more active in leadership in these efforts (475).
3.  Her main purpose in this article is to review the 3 major approaches / models to research, then propose a 4th as a better, more productive paradigm.

• Type (1) theoretical research, characterized by work by Donna Haraway or Foucault (462) as well as Wysocki and Johnson-Eilola (“Blinded by the Letter”) on pg. 464. Work on theory that frames our pedagogy and our research. This article ("Blinded") has had a profound impact on me as a compositionist, and appreciated Webb's encapsulation of the article in this new approach.
  

• Type (2) qualitative case studies, characterized by work at the classroom level or even the assignment level. She points out that “studies that fall into this category typically move to show how the issues addressed in the particular study should be applied to other class situations” or generalized (468). She further argues that this “is a hallmark” of a current trend in C&C and not just a debate over using tech, but to analyze “the teaching situation and what is accomplished through the use of technology” (468). This is clearly a nod to the impact of Haas and Selfe & Selfe.

• Type (3) limited quantitative studies model, that produces a “large amount of data” that can then be “generalized to a large population” (408). Most common format for this is a survey. The flaw here, as she points out, are the limits to the usefulness of results so generalized because “we do not really know how these findings impact student learning” (470).

• Type (4) multimodal – a “mixed quantitative and qualitative…progressive model” (470), which creates an ability to “triangulate the qualitative data” by using the quantitative (471). She points to Hewett as an example of a scholar who practices this type -- her study used peer review, framed by using “discourse analysis” theory. Her methods analyzed the writing practices not through text analysis but by combining qualitative with quantitative data. Webb also points out that Text analysis + statistical analysis creates a “bigger picture” of the student learning (471), one which incorporates reflexive writing on the part of the students and their revisions to become part of this metric (472). Webb concludes by pointing to Hewett as a model of what our field can do to “answer our research questions…drawing upon both quanitatitve and qualitative methods…to generalize about the reasons for…differences” (472)

Using several quests, the emphasis on OER this week gives me lots of ideas for my student activities for lessons in which 21st c literacy is the intended set of outcomes. For example, in the alphabetic text quest, I selected the Internet archive (https://archive.org/) as a possible text search portal that might be used on ENGL 1020. Asking students to add to their evaluation tool kits sites like the Way Back Machine to see what happens to a web text over time can – I imagine – produce interesting discussion of the volatility or evolution of sites students choose for research conversation partners.

Interesting as well are the tabbed options like TV news. I searched for “social media risks” here (which is something a few of my students are researching), and found several interesting – and several irrelevant – resources. Not only would a site like this advance student research possibilities, but it also allows for some critical engagement in the search engine as well. https://archive.org/details/tv?q=social%20media%20risks

Also of interest is the https://blog.archive.org associated with archive. Political ads featured! :D

I found the 2nd Quest: Finding Videos particularly interesting as it made me think about the YouTube or Vimeo or TED.com videos I routinely post in my class blog for my Composition courses. This subject has also become problematic in recent attempts to integrate iPads into a writing classroom as Flash isn’t available. (But I’m starting to better understand why to make the choice between embedding and linking web sources.) I’ve certainly run into problems with video access at high schools, so the SchoolTube, TeacherTube, and Vimeo options were welcome.

The tip on time limits wasn’t surprising – and made me think of how a wise person once told me to divide up a 75 minute class into 15 or 20 minute chunks to maintain student engagement.

Since I’m currently working on finding an interesting and interactive activity for teaching citation, I looked for a video repository that might offer material. I liked the link for “finding video for teaching,” but haven’t plumbed the depth of that one yet. Kahn academy is a well known fav, but – like Vimeo – I have to create an account. Not a biggie, but it is a work stoppage. My favorite so far is also the Movie Clip site (http://movieclips.com/) -- over 2000 clips for “argue” including the Joker AND a great scene from Princess Bride.

For my quest, I chose the “Critical Past” link as I could imagine students using this to add multimedia to a research topic requiring references to background or historical events. The contents are more limited the more modern, but even this might help students think about what they’re searching for and why, making observations about historical trends.

Kalantzis / Cope and New Learning Chapter 8: The chapter for this week (in MindMeister) seemed like another well-planned fit with not only the other readings, but what's going on in the Composition courses I'm currently teaching. The finished results can be found here, as well as in my Reading Challenge Notes.