Amy Goodloe


Where do I find resources to help with new media writing?

Why, this web site of course:

Thanks for asking :-)

Wondering how the submission feature works.  Might be handy for a class blog! 

It’s Sassy Cam!! 
Just a small clip from Sassy’s regular walks across campus.  Made with GIF Brewery for Mac.

It’s Sassy Cam!!

Just a small clip from Sassy’s regular walks across campus.  Made with GIF Brewery for Mac.

Aug 1

More stuff

Just adding more stuff to my dusty, underused Tumblr.

Also wanted to check out ways it might be used for class.

Nice to know you can use HTML if you prefer.

But apparently no Markdown support.

Apr 4

Sample post

This is a sample post with uploaded images embedded in it.  The images are also hyperlinks.

In short, teaching our students about the kairos of digital media, its accessibility and persistence, and the extent to which it is public and private will prepare them not only for the writing situations that they find themselves in now, but also those they will face in the future.

- Digital Literacies for Writing in Social Media | DMLcentral

As Gunther Kress declares, “The time is right to reflect, and to rethink radically.” In his thought-provoking work, Literacy in the New Media Age, Kress recognizes

… that the conditions of our present and of the near future—economic, social, technological—are ushering in a distinctively different era of communication. In the process some of our culture’s most profound notions are coming under challenge: what reading is; what the function of writing; what the relations of language to thinking, to imagination, to creativity might be… . A vast change is underway, with as yet unknowable consequences. It involves the remaking of relations between what a culture makes available as means for making meaning … representational modes (speech, writing, image, gesture, music and others) and what the culture makes available as means for distributing these meanings as messages (the media of dissemination—book, computer-screen, magazine, video, film, radio and chat and so on). ‘Literacy,’ in whatever sense, is entirely involved in that. (22)

- Documenting Arguments, Proposing Change

Here, we align ourselves with the work done by Cynthia L. Selfe and Pamela Takayoshi (2007) in Multimodal Composition: Resources for Teachers, a book that explores how literacy is changing because of new media and technology and how instructors can develop effective pedagogical methods to meet this change. The book illustrates strategies that allow instructors to integrate multimodal theory and practice within the classroom, specifically through audio and video assignments. In Chapter One, “Thinking about Multimodality,” Pamela Takayoshi and Selfe (2007) argue that “Conventional rhetorical principles such as audience awareness, exigence, organization, correctness, arrangement, and rhetorical appeals are necessary considerations for authors of successful audio and visual compositions” (p.5). Not only are the rhetorical principles Selfe (2007) lists effective in assessing multimodal compositions, but instructors may even need to give them more weight than they have previously done in their current assessment practices:

In some ways, many classical rhetorical principles of communication—in which the study of composition is grounded—may be more difficult to ignore in audio and visual compositions. These rhetorical principles of communication—which composition teachers have applied primarily to literate communication—also apply, just as appropriately to multimodal compositions. Teachers less willing to make such a leap might be encouraged to remember that the rhetorical principles currently used to teach written composition are, themselves, principles translated from the study of oral communication. To include additional oral and visual elements in composition might be seen as a return to rhetoric’s historical concerns (p.5).

- Introduction 2 -              The New Work of Assessment

As Gunther Kress (2003) argues in Literacy in the New Media Age, the screen and the image have now replaced the book and written word as the dominant means of communication. Throughout the book, he explores how these changes will affect the future of literacy. Kress (2005) explains:

It is no longer possible to think about literacy in isolation from a vast array of social, technological and economic factors. Two distinct yet related factors deserve to be particularly highlighted. These are, on the one hand, the broad move from the now centuries-long dominance of writing to the new dominance of the image, on the other hand, the move from the dominance of the medium of the book to the dominance of the medium of the screen. These two together are producing a revolution in the uses and effects of literacy and of associated means for representing and communicating at every level and at every domain (p.1).

- Introduction -              The New Work of Assessment

Dec 4

Talk about bad rhetorical strategy

This is from an article by Urbanski in the volume she edited (citation below automatically created by copying from Kindle — but obviously not complete).

I love the comeback about how not to entice young people to read books!

Vaidhyanathan even addresses Bauerlein’s recent headline-grabbing book, The Dumbest Generation: How the DigitalAge Stupefies Young Americans and Jeopardizes Our Future with his own pithy response: “Well, if there is one way to ensure that young people do not read more books than necessary, it is to call them dumb in the title of a book. The book is strongly argued, but the voices of those who concern the author are curiously absent.”

Heather Urbanski. Writing and the Digital Generation: Essays on New Media Rhetoric (p. 247). Kindle Edition.

Dec 4
My first “artsy” photo — Ivy the dragon Fjord.

My first “artsy” photo — Ivy the dragon Fjord.

Dec 4

My favorite social bookmarking tool

I don’t often see Diigo on the list of “add this” options on various web sites, but I don’t know why as it’s so popular in education and it’s definitely my favorite social bookmarking tool.  I like being able to save links to various groups I’ve set up, for my classes as well as for colleagues, and I love being able to highlight and attach annotations to web texts.

Here’s my Diigo library, which mostly features topics relating to teaching digital writing as well as gender and sexuality studies.