فرایند سازگاری ترکیب چندجمله ای: چگونگی ایجاد دانش ضمنی ابزارهای دیجیتالی بر نوشتن خلاق تاثیر می گذارد The Adaptive Process of Multimodal Composition: How Developing Tacit Knowledge of Digital Tools Affects Creative Writing
- نوع فایل : کتاب
- زبان : انگلیسی
- ناشر : Elsevier
- چاپ و سال / کشور: 2018
توضیحات
رشته های مرتبط مدیریت
گرایش های مرتبط مدیریت دانش
مجله کامپیوتر و ترکیب – Computers and Composition
دانشگاه School of Creative Studies & Media – Bangor University – John Phillips Hall – College Road – Bangor – United Kingdom
منتشر شده در نشریه الزویر
کلمات کلیدی ترکیب دیجیتال، شناخت، ترکیب نوشته شده، ترکیب چند ترکیبی، تحقیق مبتنی بر تمرین
گرایش های مرتبط مدیریت دانش
مجله کامپیوتر و ترکیب – Computers and Composition
دانشگاه School of Creative Studies & Media – Bangor University – John Phillips Hall – College Road – Bangor – United Kingdom
منتشر شده در نشریه الزویر
کلمات کلیدی ترکیب دیجیتال، شناخت، ترکیب نوشته شده، ترکیب چند ترکیبی، تحقیق مبتنی بر تمرین
Description
1. Introduction For the current generation of students, engagement in digital media is an everyday practice, from reading and viewing content to writing and disseminating content. A significant pedagogical digital divide remains, however, between these students’ digital practices, and the approaches to communication taught in classrooms (Hundley & Holbrook, 2013). It is important not only that educators and teachers develop pedagogical tools and approaches to address communications in these new media, but also that we understand the fundamental, cognitive differences between writing for the page and writing for digital media; little research has been done to date to help us understand how writers and students negotiate multimodal/digital composition (DePalma & Alexander, 2015). This paper examines a practice-based case study comparing the creative writing process as it evolves for digital composition, specifically addressing how greater tacit knowledge and experience with digital tools affects the writer at work, using digital fiction composition as a model. As such, this research serves as a foundation for expanded studies in classrooms, for both academic and creative composition practices.
