Multimodal Composition in a College ESL Class: New Tools, Traditional Norms

Research has noted that multimodal writing allows for better communication of knowledge and expression of personal identities through various modes of representation. Studies of multimodal composition have tended to examine separate modes, or have looked at connections between only a few selected available modes. Less attention has been devoted to multimodal composition from a holistic perspective. Drawing on the concept of synaesthetic semiosis [Kress, Gunther. (1998). Visual and verbal modes of representation in electronically mediated communication: The potentials of new forms of text. In Ilana Snyder (Ed.), Page to screen: Taking literacy into the electronic era (pp. 53-79). London: Routledge; Kress, Gunther, & Van Leeuwen, Theo. (2006). Reading images: The grammar of visual design (2nd ed.). New York: Routledge], the present study examines how ESL writers in a freshman composition class used available modes in multimodal argumentative essays posted on the World Wide Web. The findings indicate that word-dominated discourse was the primary factor in selecting available modes. Non-linguistic modes were primarily used to illustrate written essays. However, students also used non-linguistic modes to project cultural and national identities and to express emotional connections with their topics. The ways in which the students synthesized multiple meaning-making modes represented the social practices of learning multimodal genres in which they were engaged. The paper concludes with suggestions for pedagogy and research in multimodal composition.     

The impact of e-feedback on the revisions of L2 writers in an academic writing course

This study explored the relationship between electronic feedback (e-feedback) and its impact on second-language (L2) writers’ revisions specifically focusing on how L2 students responded to their peers and what kinds of revisions they made as a result of the feedback they received. The 20 L2 writers wrote, responded, and revised on a database-driven web site specifically designed for writing and responding. Other forms of feedback they received included oral feedback from friends and peers and from face-to-face meetings with university writing center tutors. Results suggest students preferred oral feedback. However, e-feedback had a greater impact on revision than oral feedback, implying that e-feedback might be more useful. Additionally, e-feedback helped L2 writers focus on larger writing blocks. Thus, L2 writers may use e-feedback to create macro revisions. This exploratory study highlights a new form of revising and responding and offers insights into joining oral response to online collaboration.     

“Wanted: Some Black Long Distance [Writers]”: Blackboard Flava-Flavin and other AfroDigital experiences in the classroom

This essay examines how students of African descent at a predominantly black college on the East Coast digitally perform their ethnic identities and rhetorics in a freshman composition course. The essay begins by showing how multiple uses of signifying frame students’ Blackboard discussions where they use a type of trickster motif to enact their agreements, disagreements, challenges, and questions, very much akin to Flava Flav's initial cultural role as part of the Rap/activist group, Public Enemy. Students’ online writing groups are then examined by focusing on one particular group, the “Black Long Distance Writers,” whose title signifies and signals the work of the African American writer and activist, John Oliver Killens, most notably, his seminal 1973 essay, “Wanted: Some Black Long Distance Runners.” The understandings of these “Black Long Distance Writers” bear the most powerful definition of literacy and computer-based writing instruction because their framework is not contingent upon making digitally divided minorities more technologically advanced and better at one type of English, its culture of power, or its academic discourses. Instead, these students experience rhetoric and writing as a way to alter the ways that knowledge is constructed for them and about them, “revocabularizing” the academy and its technologies. Such freshman writers are re-envisioned in this kind of cyberspace as constructors of and co-participants in black intellectual and rhetorical traditions … now AfroDigitized.     

The development of an ESL OWL, or learning how to tutor writing online

This essay describes the development of an ESL OWL by grounding practices in language and literacy pedagogy theory. An initial discussion explores OWLs emulating physical writing center spaces. Two areas of concern are then addressed in meeting the needs of second language writers as they relate to practices and training for online tutoring: error correction—an area of frequent concern to second language writers—and increased interactivity—meeting second language writer expectations and creating autonomous learners. Issues of plagiarism by second language writers are discussed as related to the type of feedback OWL tutors can provide. Highlighted throughout are samples of interactions between tutors and writers that show a process of learning how to create dialogue rather than dictations from the tutor to clean up a single essay.     

Second language writing research and pedagogy: A role for computer logging?

This paper considers the use of keystroke logging software to investigate how writers interact with the task of writing on the computer. The research focuses on second and foreign language writing, drawing on studies from a variety of contexts from school to university, involving both academic and communicative tasks. The observation of writing through this means of data capture allows access to a mass of detailed information about a range of aspects of the planning, formulating, and revising processes of individual writers. It prompts investigation, at one level, of the writer's interaction with the computer itself during the writing event. The interaction may be further investigated in terms of both social and discoursal dimensions as the writer grapples with topic, audience, genre, social and cultural constraints, as well as language.The interactivity of the logging tool offers researchers the opportunity to explore not only the actions that writers take but also the conscious strategies they employ as they compose. Replaying the writing session with writers, that is, using stimulated recall, reveals insights into the writers’ perceived attention and strategies to address such issues as content, discourse organization, language and metacognitive concerns.There is considerable overlap between the use of this software from a research perspective and its potential as a pedagogic tool. The application of computer logging and stimulated recall in the classroom is presented as a means of promoting self-assessment, metacognitive awareness, and learner autonomy among second language writers.     

Modeling L2 Writer Voice: Discoursal Positioning in Fanfiction Writing

Of various online discourses, distinctive design features of fanfiction discourse have given rise to a new social space that holds great potential for the negotiation of identity. In this study, I propose that fanfiction discourse creates a social space that helps shape the voice construction of the L2 writer. In order to understand how the L2 writer's multiple social positions within fanfiction discourse affect voice construction, I analyze a popular online culture-based writing website, <www.fanfiction.net>. Three dominant design features are identified that allow various forms of participation and levels of engagement by its members: intertextuality, dialogic interaction, and electronic text. These three features are actualized in three different positionings (ideational, interpersonal, and textual) that Ivani? and Camps (2001) believe writers take on when constructing a voice. Results suggest that the two L2 participants in my study created voices in multiple positionings made available by re-purposing a pop-culture storyline or characters, communication with audiences, and digital resources. Overall, this study offers a nuanced view of how voice is projected and negotiated within the intersections of multiple online discourses and how it relates to L2 writing in the digital era.     

Filtering multilingual Web content using fuzzy logic and self-organizing maps

Effective multilingual information filtering is required to alleviate users burden of information overload resulting from the increasing flood of multilingual textual content available extensively over the World-Wide Web. This paper proposes a content-based self-organizing approach to multilingual information filtering using fuzzy logic and the self-organizing map. This approach screens and evaluates multilingual documents based on their semantic contents. Correlated multilingual documents are disseminated according to their corresponding themes or topics, thus enabling language-independent content-based information access efficiently and effectively. A Web-based multilingual online news-filtering system is developed to illustrate how the approach works.     

Biometrics in Identity Management Systems

Biometric technology - the automated recognition of individuals using biological and behavioral traits - has been presented as a natural identity management tool that offers "greater security and convenience than traditional methods of personal recognition." Indeed, many existing government identity management systems employ biometrics to assure that each person has only one identity in the system and that only one person can access each identity. Historically, however, biometric technology has also been controversial, with many writers suggesting that biometrics invade privacy, that specific technologies have error rates unsuitable for large-scale applications, or that the techniques "are useful to organizations that regulate the individual, but of little use where the individual controls identification and authorization." Here, I address these controversies by looking more deeply into the basic assumptions made in biometric recognition. I'll look at some example systems and delve into the differences between personal identity and digital identity. I'll conclude by discussing how those whose identity is managed with biometrics can manage biometric identity management.     

Accomplishing authenticity in a labor-exposing space

The present work, through an ethnographic study of MySpace (N = 96), examines the ways in which authenticity is accomplished within a labor-exposing space. To maintain authenticity, actors must make invisible the extensive labor of self-presentation. Certain online spaces, such as social network sites and personal interactive homepages, can be thought of as labor-exposing spaces, in that they give actors clear and explicit control over self-representations, making impressions of spontaneity difficult to accomplish ( ,  and ). I discuss and delineate several strategies used by participants to maintain authenticity on MySpace. I conclude that while the priorities of identity processes remain stable over time, the ways in which we accomplish identity are culturally, historically and materially contingent.     

Digital design and time on device; how aesthetic experience can help to illuminate the psychological impact of living in a digital culture

ABSTRACT

Aesthetic techniques are increasingly used by marketeers to create enticing digital products. In this paper, I work with the aesthetic experiences of one audience group to consider the psychological impact of living in a culture where digital devices are deliberately designed to influence behaviour. I argue that aesthetic encounters can help with understanding the impact of the interplay between visual stimulus, affect and digital culture, in ways that may support situated understandings of mental distress in a digital age. I show how audiences respond to the artist-led research project Are We All Addicts Now? arguing that they generate ideas connected to submersion and being overwhelmed as a means of reporting on their own personal experiences of living in a digital culture that seeks to influence behaviour. The findings may have value for designers, curators and artists invested in understanding the experiential impact of digital devices.     

The impact of self-selected identity on productive or perverse social capital in social network sites

Social network sites can provide a person with the freedom to represent themselves in various ways, thus exhibiting multiple variations of their identity. Research states that an individual’s identity is self-monitored depending on the contextual situation that they are in. The type of social capital that one derives from social network sites can be impacted by this self-monitoring ability. Current research has addressed how productive social capital can be gained in social network sites. However, limited research has addressed the issue of perverse social capital, especially in social network sites. We argue that social network sites are a particularly unique environment that can affect an individual’s representation of their identity, thus increasing the likelihood of producing perverse social capital. We examine how technology affects an individual’s selected self-identity, as measured through their self-monitoring ability, and how this altered behavior leads to productive or perverse social capital in social network sites.     

Prevalence,perceived seriousness,justification and regulation of cyberloafing in Singapore: An exploratory study

The Internet has made a significant impact on work and the personal lives of people around the world. While access to the Internet has changed the ways work can be carried out, it has also increased the opportunities for people to cyberloaf, while under the guise of doing work. Cyberloafing is the act of employees using their companies’ Internet access for personal purposes during work hours. Our study examined the perceived prevalence and seriousness of various cyberloafing activities through a survey of 226 working adults. We examined how employees justify cyberloafing and the organizational regulation of personal Web usage at their workplace. Results suggest that cyberloafing activities that are perceived to be more serious tend to be less prevalent. We also found that the Internet has made the boundary between work and non-work (home) less distinct, facilitating the intrusion of work into home and personal activities into the work domain. Implications of the results are discussed.     

Effects of visual feedback on medical students’ procrastination within web-based planning and reflection protocols

Procrastination is a very common problem among students that results from ineffective selfregulation. In two field-experimental studies (N = 18 and N = 49), we investigated whether visual feedback on students’ previous procrastination was effective in provoking a decrease in students’ future procrastination as well as improvements in self-regulated learning. The visual feedback was implemented as a dynamic line chart in a web-based planning and reflection protocol used once a week by medical students to record their class preparation and homework once a week. In the protocols, the students planned and reflected on their personal learning processes and they estimated retrospectively their inclination to procrastinate. The results of both studies consistently showed that presenting students a line chart that adaptively visualizes the course and extent of their self-reported previous procrastination led to a statistically significant and practically relevant decrease in their future procrastination. Furthermore, the visualization had positive effects on other variables central to self-regulated learning. The studies provide converging evidence that the inclination to procrastinate can successfully be counteracted both by a parsimonious and easy-to-implement method. They are suggestive of ways how Internet technology can be used support students’ self-regulated learning.     

Perceiving artificial social agents

Three experiments were conducted to examine perceptions of a natural language computer interface (conversation bot). Participants in each study chatted with a conversation bot and then indicated their perceptions of the bot on various dimensions. Although participants were informed that they were interacting with a computer program, participants clearly viewed the program as having human-like qualities. Participants agreed substantially in their perceptions of the bot’s personality on the traits from the five-factor model (Experiment 1). In addition, factors that influence perceptions of human personalities (e.g., whether one uses another’s first name and response latency) also affected perceptions of a bot’s personality (Experiments 2 and 3). Similar to interactions with humans, the bot’s perceived neuroticism was inversely related to how long individuals chatted with it.     

Strategies of parental regulation in the media-rich home

This paper investigates practices of domestic regulation of media within the family, focusing on parental attempts to manage children’s access to and use of new media. Theoretically, the paper seeks to integrate the specific literature on domestic rules and regulation of media use with the broader literature on the rules and roles in social situations, arguing that parental strategies in relation to domestic media reveal both the enactment of and the negotiations over the typically informal and implicit rules and roles in family life. These issues are explored using data from two surveys: (1) the ‘Young People, New Media’ project surveyed 1300 children and their parents, examining the social, relational and contextual factors that shape the ways in which families develop rules for managing the introduction of the personal computer and the multiplication of television sets, among other new media changes, in the home; (2) the ‘UK Children Go Online’ project surveyed 1500 children and their parents, updating the picture by examining the introduction of the Internet into the family home. On the basis of these data, it is argued that despite the ‘newness’ of media as they successively arrive in the home, there are considerable consistencies over time in the responses of families, it being the slow-to-change relations between parents and children that shape patterns of domestic regulation and use.     

Can avatar and self-referencing really increase the effects of online 2-D and 3-D advertising?

Previous studies have sought insights into how websites can effectively draw sustained attention from internet users. Do different types of information presentations on webpages have different influences on users’ perceptions of the information? More precisely, can combinations of an ever greater number of advertising elements on individual websites increase consumers’ purchase intentions? The aim of this study is to explore changes in web advertising’s verbal and visual stimulation of surfers’ cognitive process, and to provide valuable information for the successful matching of advertising elements to one another. We examine optimal website design according to the personality-trait theory and resource-matching theory. Study 1 addresses the effects that combinations of various types of online advertising can have on web design factor, and to this end, we use a 2 (visual complexity: 3D advertising with an avatar, 2D advertising) × 2 (verbal complexity: with or without self-referencing that is an advertising practice to express product claims in words) factorial design. Study 2 treats personality traits (i.e., need-for-cognition and sensation seeking) as moderating variables to build the optimal portfolio regarding the “online-advertising effects” hypothesis. Our results suggest that subjects prefer medium-complex advertising comprising “3D advertising elements with an avatar” or “2D advertising elements with self-referencing”: high-sensation seekers and low-need-for-cognition viewers prefer the former, whereas low-sensation seekers and high-need-for-cognition viewers prefer the latter.     

Using egocentric networks to understand communication

Social-network analysis generally helps researchers understand how groups of people interact. In this article the author uses small-scale egocentric social networks, based on volitional, explicit connections, to understand how people manage their personal and group communications. Two research projects using this approach show that such networks can give researchers important insight into the people who communicate online. Soylent, a project based on email, shows several common patterns in social interaction. The Roles project, based on Usenet newsgroups, suggests that various online social spaces can behave very differently from each other.     

Does the Medium Make a Difference? Two Studies of Writing With Pen and Paper and With Computers

This article reports two studies examining how the use of computer technology affects writers' processes and resulting written products. The first experiment, a partial replication of Gould's (1981) study, compared the efficiency and quality of 15 experienced writers' persuasive letters written in three counterbalanced conditions: pen and paper, standard personal computer, and advanced workstation. Analyses of time to compose and length of the resulting letters showed that when composing with the advanced work-stations, writers wrote for longer periods of time and composed longer letters than when composing with pen and paper. Rate of composition (words per min) was similar in all three conditions. Scores for content quality, mechanics quality, and total quality were also collected and analyzed. Letters composed with the personal computer were poorer in content quality and total quality. There were no differences in mechanics quality. In the second experiment, 8 of the original 15 writers revised two of their letters in the medium with which they were composed. Think-aloud protocols collected while the writers revised their letters were collected and analyzed. When revising with pen and paper, writers planned more than when revising on-line; they also planned more before beginning their revisions. However, when revising in the computer conditions, writers reread their texts more and paid more attention to the medium than when revising on paper.