Extended Deadline! BWe Special Issue: Multimodal Composing
DEADLINE EXTENDED TO NOVEMBER 15th!
Multimodal Composing: Council on Basic Writing
Opportunities and Challenges
in Basic Writing Contexts
BWe Guest Editor:
Barbara Gleason, City College-CUNY
Wynne Ferdinand & Lynn Reid
Extended Deadline for Submissions: November 15, 2010
Technical Guidelines for Submissions appended.
2011 BWe Special Issue: Call for Submissions
For the upcoming issue of BWe, we seek essays on multimodal writing in college and pre-college composition and rhetoric classes. As Cynthia Selfe argues in the June 2009 issue of College Composition and Communication, our profession's continuing tendency to focus primarily on print literacy limits our understanding of rhetoric, discourages students from "identify[ing] their own communication needs" and needlessly limits individuals who have developed expressive identities in a digital age ("The Movement of Air, The Breath of Meaning: Aurality and Multimodal Composing" in CCC, June 2009, 618). By widening the possibilities for composing in their classrooms, instructors may establish more compelling and inclusive learning environments for students of diverse races and cultures, language backgrounds, ages, and communication interests. Teachers also may create classes that can better serve the needs of students learning differences, e.g., in the areas of vision, hearing, or attention.
Along with the potential advantages of incorporating multiple modes of composing into their curricula, instructors may well experience challenges that can obstruct curricular change or dampen enthusiasm of both instructors and students. Integrating new technologies into classes sometimes creates unwanted hurdles. Access to technology and digital literacies can sometimes encumber students. Instructors may experience new technologies as more burdensome than beneficial, especially when faculty are not rewarded for integrating new communication technologies into their curricula. In addition, educational institutions are increasingly demanding that digital texts and multimodal composing options be integrated into their curricula--sometimes before they have acquired the funds or the staff to support these efforts. We already know that we are experiencing a major transformation in communications that is permeating both our daily lives and our institutional realities. Most of us are struggling to develop our own expertise in multimodal composing while simultaneously teaching others to compose in digital environments.
We encourage prospective authors to consider both opportunities and challenges associated with teaching/learning multimodal composing. We hope to receive submissions that focus on one (or more than one) of these roles/ perspectives: writer, student, teacher, tutor, program administrator. We also welcome reviews of books & web sites that enhance instructors' knowledge of teaching with new technologies OR that facilitate adult learners' expertise in multimodal composing. Finally, since basic writing instruction is moving into new venues (e.g., as test-preparation courses in for-profit companies or in adult education programs), we welcome submissions that explore uses of multimodal composing in a variety of institutional environments.
Technical Guidelines for Submissions:
1. All submissions must be sent electronically to firstname.lastname@example.org
2. Use MLA style.
3. Acceptable submission formats include: MS Word or other word processing formats, web texts, and texts that include embedded multimedia elements. Images may be in .jpg, .gif, or .png format. Videos must be submitted as files, not as links to external sites.
4. Links to external sites may appear as in-text references or in a works cited list only. Web-based examples used to illustrate key ideas or arguments should be included in the text as embedded images, screen captures, video files, etc. Multimedia content hosted at an external site should be submitted as a file that can be hosted on the BWe server.
5. Submissions should be original work. Submissions containing work published or created by other authors must include their consent and/or follow fair use guidelines.
7. Submissions should be accessible in current versions of different browsers (e.g., Safari, Firefox, Internet Explorer, Google Chrome).
8. To ensure accessibility, a script or summary must accompany all multimedia submissions and/or video and audio content embedded in a manuscript.