Production 5


M-Learning

Mobile / Multimodal / Multilingual:
Rethinking Language Learning within Networks & New Media Ecologies

Select Option #1 or #2 

  • Use ComicLife (for Mac/PC Windows). If you dig this tool, I can get you a full license.
  • Expectations below:

Option 1) Putting Multimodality to Work for Auto-Ethnography: Based on the readings and this week’s discussion, create a multimodal graphic text that explores and develops concepts or themes from our conversation this week, and readings on language-learning (ELL/L2/Signing), connecting to pedagogy, technology and culture.

The purpose of educational auto-ethnography as a research method is to engage past/present experiences and interpret or ‘theorize’ those experiences (reflect upon, make sense of, and develop (in this case) a story or argument that critically illuminates your experiences). ‘Autoethnography is a research method that engages the individual in cultural analysis and interpretation’ (Chang, 2008). Check out the abstract and intro of this article for help: autoethnography is a research practice teachers (and students) can do in relation to ongoing inquiry and professional learning.

Have fun experimenting and playing with the media tool, coming up with interesting or innovative ways to tell a ‘theory story’, mobilizing when appropriate ideas/quotes from the texts (or other readings or experiences). Below are a some prompts from this week’s deck. If you can re-connect with the target language you were – or are still – learning, all the better (any dual-language efforts are appreciated!).


Option 2) L2/Culture Serious Comic: If your first language is NOT English, this is an opportunity for you to mobilize your L1 (first language/cultural-capital) as a semiotic and cultural resource.

Create an L2 dual-language comic that integrates L1 and L2 (w/ English in translation) and that tells a story about language, culture, diversity, place, identity, etc. For example, you may explore your own experiences, stories, and histories navigating language(s), identity, technology and culture(s). As with the auto-ethnography option above, ensure your story connects to meaningful themes, challenges, successes or ongoing struggles or thematic issues.

If you choose option 2, ensure that the text is dual-language (both languages appear together, somewhat like a polyglot text, though in graphic narrative form).


Expectations: Take the communicative possibilities of the genre and the tool seriously in conveying ideas and experiences in narrative form. Being serious with ideas/tools does not means you can’t play and experiment or push boundaries.

  • Find a few good design models (‘available designs’ from graphic novels, etc) – and remix and (re)design. Avoid creating a simple ‘comic strip’ or ‘cartoon’ and experiment with the affordances of the tool.
  • Use ComicLife  and reflect upon what you do as you experiment with genres, remix practices, original images, curated images, style and the ‘grammar’ of multimodal design.
  • Three-Four Page (minimum): Post PDF export to website > no page limit if you want to keep going, are having fun.
  • See image below for basic genre conventions to consider.

Due before Class 9