Register for the next webinar, ๐๐๐๐จ๐จ๐๐จ๐จ๐๐ฃ๐ ๐๐๐๐๐๐๐๐ ๐ค๐ฃ ๐๐/๐2 ๐ฟ๐๐๐๐ฉ๐๐ก ๐๐ง๐๐ฉ๐๐ฃ๐. To be presented by ๐๐ฑ๐ผ๐ถ๐ฎ ๐๐น๐ผ๐น๐ฎ (Texas Tech University) and ๐๐ป๐ฎ ๐ข๐๐ธ๐ผ๐ (University of Maryland, Baltimore County) on June 20th, it is the 2nd webinar in our 3-part series, ๐๐ช๐จ๐ช๐ต๐ข๐ญ ๐๐ถ๐ญ๐ต๐ช๐ฎ๐ฐ๐ฅ๐ข๐ญ ๐๐ฐ๐ฎ๐ฑ๐ฐ๐ด๐ช๐ต๐ช๐ฐ๐ฏ ๐ช๐ฏ ๐๐ข๐ฏ๐จ๐ถ๐ข๐จ๐ฆ ๐๐ฅ๐ถ๐ค๐ข๐ต๐ช๐ฐ๐ฏ.
Emerging digital tools associated with multimodal digital genres (eg, digital storytelling, blog entries) have expanded our understanding of heritage and second language (HL/L2) writing, and the written mode is now often seen as a complement to / complemented by other semiotic resources (e.g., images, sound) that help learners communicate meaning. Determining how to provide feedback involves recognizing complex factors (e.g., what linguistic aspect to focus on, especially when students write in multilingual or translingual manners); whether multimodal resources are integrated successfully; the purpose of the writing task; the type of digital genre; the (local/global) audiences. This webinar will address these issues, and the potential for novel and sometimes complementary modes of feedback using different tools. The presenters will also discuss a rubric that can guide the type of feedback that we, as instructors, can offer in digital multimodal texts.
Providing (digital) feedback that considers the digital multimodal genres and tools that we have at our disposal allows us to address multiliterate and multilingual writersโ needs and to guide them to explore their voices in a dynamic digital world!
๐ ๐ผ๐ฟ๐ฒ ๐ถ๐ป๐ณ๐ผ/๐ฟ๐ฒ๐ด๐ถ๐๐๐ฟ๐ฎ๐๐ถ๐ผ๐ป ๐ต๐ฒ๐ฟ๐ฒ: https://cercll.arizona.edu/event/ELOLAOSKOZ/
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