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Multimodal Composition
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Portfolios
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| Longitudinal |
- A whole semester or more may not lead to mastery.
- Technological literacy may take years to
develop and implement in specific programs.
- Critical attention to
multimodal compositions develops over time.
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- Portfolios are begun the minute students brainstorm their first papers.
- Students continuously add mulitple drafts and components of the writing process to their portfolios.
- Students can begin formal design at the beginning or end of the term (Desmet, et al.,
2009), but either way, strong design takes time, careful consideration, and maturing rhetorical savvy.
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| Diverse Content |
- Life-size cardboard
replicas of Lady Gaga critique cultural sensationalism.
- Mashups of pop and rap (posted to YouTube) demonstrate the wealth divide in the US.
- Podcasts prep for
future
careers while incorporating many layers of sound (and images for vodcasts) to convey meaning.
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- Portfolios may be digital or physical.
- Portfolios can be comfortable (three-ring binders with
dividers).
- Portfolios can push beyond comfort zones, representing writing processes via
pop-up books or gift bag assortments (Shipka, 2005).
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| Collaboration |
- Students help each other
build physical artifacts (collages) or digital ones (websites).
- They offer and provide tech support to each other or willingly
figure out the technical problem together.
- Students
willingly work with teachers (workshop days, office
hours) to understand the goals and objectives of the project. The teacher acts as a sounding board for ideas and problem-solving
strategies.
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- Portfolios are strongest when they have been reviewed by others.
- Offering peer feedback on a project is a collaborative contribution to the portfolio (Desmet, et al., 2009).
- Teachers encourage workshops to collaborate
on portfolio design and implementation, especially for
eportfolios, where digital troubleshooting may be necessary.
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