Remixing the Classroom: Creating Engaged First-Year Writers Through High-Impact Learning
Presenter Hometown
Burlington, KY
Major
Composition and Rhetoric
Department
English and Theatre
Degree
Graduate
Mentor
Russell Carpenter
Mentor Department
English and Theatre
Recommended Citation
Morin, Courtnie J., "Remixing the Classroom: Creating Engaged First-Year Writers Through High-Impact Learning" (2016). University Presentation Showcase Event. 19.
https://encompass.eku.edu/swps/2016/graduate/19
Abstract
Jim Ridolfo and Danielle Nicole DeVoss define remixing as “the process of taking old pieces of text, images, sounds, and video and stitching them together to form a new product” (Ridolfo and DeVoss). Building on this definition, I have created a teaching unit that provides high-impact assignments, lessons, and resources to teach copyright, audience awareness, and authorship through a remixing assignment. The various modes and media that students will use to create remixed compositions are important to consider when teaching and completing a remix assignment. Students’ participation in remixing their own works and sharing these new works with others helps them build a community with “common values; it is how composers achieve persuasive, creative, and parodic effects” (Ridolfo and DeVoss). By asking students to choose the media and modes in which they will convey meaning to their audience, students must become metacognitive about their writing and creating process. Furthermore, allowing students to utilize their 21st century literacy skills in the composition classroom will result in engaged, creative learning. Encouraging students to visit a Writing Center, like the Noel Studio, utilize library instruction, and collaborate with others will not only reinforce the creative and high-impact instruction done in the classroom, but remixing will also allow students the freedom to become metacognitive, flexible, and modern composers within our hypermedial world.
Presentation format
Poster
Poster Number
005
Remixing the Classroom: Creating Engaged First-Year Writers Through High-Impact Learning
Jim Ridolfo and Danielle Nicole DeVoss define remixing as “the process of taking old pieces of text, images, sounds, and video and stitching them together to form a new product” (Ridolfo and DeVoss). Building on this definition, I have created a teaching unit that provides high-impact assignments, lessons, and resources to teach copyright, audience awareness, and authorship through a remixing assignment. The various modes and media that students will use to create remixed compositions are important to consider when teaching and completing a remix assignment. Students’ participation in remixing their own works and sharing these new works with others helps them build a community with “common values; it is how composers achieve persuasive, creative, and parodic effects” (Ridolfo and DeVoss). By asking students to choose the media and modes in which they will convey meaning to their audience, students must become metacognitive about their writing and creating process. Furthermore, allowing students to utilize their 21st century literacy skills in the composition classroom will result in engaged, creative learning. Encouraging students to visit a Writing Center, like the Noel Studio, utilize library instruction, and collaborate with others will not only reinforce the creative and high-impact instruction done in the classroom, but remixing will also allow students the freedom to become metacognitive, flexible, and modern composers within our hypermedial world.
