This chapter argues that participation in a digital self-presentation has the potential to challenge inscribed approaches to learning and teaching. It draws from a study of preservice teachers at an Australian university, who were invited to create a digital introduction as part of their English teaching method course. Such a task offered students opportunities to experiment with shifting semiotic forms in ways unavailable to written introductions. Students were asked to critically reflect after the presentation on aspects of technology, representation and learning that were brought into focus in and through their presentations. A semiotic analysis offers insights into the potential of multimodality, as the digital introduction pushed the participants out of familiar territory, often producing creative and stimulating texts. Using Kress s concept of synaesthesia, the chapter explores innovations possible in the creation of new possibilities in a multimodal space.
|Title of host publication||Digital Rhetoric and Global Literacies: Communication Modes and Digital Practices in the Networked World|
|Editors||Gustav Verhulsdonck, Marohang Limbu|
|Place of Publication||Hershey PA USA|
|Publisher||Information Science Reference|
|Pages||283 - 295|
|Number of pages||13|
|Publication status||Published - 2014|