The session “We are Borg: Composing Processes and Identities” dealt with using multimodal composing to break students out of “genre knowledge” that might not be serving them in composition classrooms. The first talk was by Angela Laflen. Her talk was entitled “Charting the New World between Whiteboards and Slides: Composing Online with Prezi.” She demonstrated the ways that Prezi can be used to help students become more aware of the performative aspects of composition as they explore their online identities.
In her talk entitled “Negotiating Metacognition in a Digital Landscape: Multimodal Reflection in the 21st Century Classroom, “Anna Knutson demonstrated the ways that students use video in her classes to make more meaningful reflections about their compositions. The results, and the sample student reflections she shared, seemed really insightful.
Finally, Sara Hillin detailed two assignments that she uses in her writing course: the technoliteracy memoir and the text-to-webtext literacy project. Hillin described the ways that she used Donna Haraway’s “Cyborg Manfesto” and Katherine Hayles (I think) to frame the assignments. In the text-to-webtext assignment, students repurpose traditional essays into online texts in really interesting ways. In the technoliteracy memoir, students use “infinite canvas style” programs like Prezi to create literacy narratives.
The big take away from this session was that I now have some ideas for how I to integrate some of these assignments into my own writing classroom (or change some of my existing assignments). I’m also motivated to help students think more about identity as a crucial aspect of composing online and everywhere else. ~ Sheri Rysdam, UVU