Dickman (2013)

Author

Dickman, C.

Year

2013

Title

New media instructional materials: Fostering metacognition in the first-year composition classroom

University

Saint Louis University

Discipline (uncoded)

English

Macrostructure

Analogous to topic-based

Proposed Area of Unconventionality
(Tardy, 2016)

Linguistic and textual form, modality, practice, rhetorical aims and strategies

Description and other notes

Three chapters. Developed curriculum (instructional videos). Introduction situates the project in the literature, introduces key theoretical concepts, and offers some suggestions for how the curriculum might be used or integrated into a classroom. Following the introductory chapter for the dissertation, there are introductions to the individual videos. These introductions form the bulk of the dissertation and offer detailed descriptions of the videos and link them to theory and practice (e.g., “The narration in the video advocates…” and “The last sequence of the video further develops this idea by…” p. 88, or, “The goal of the Evaluating Sources video is to…” and “after this larger framework has been established, the video…,” p. 89). Outside of a note that the videos have “been submitted as supplemental materials” (p. 42), no further instructions are provided for readers interested in accessing the videos (as far as I can tell).  From the abstract: “The aim of this project is to develop a set of multimedia and multimodal instructional materials that might better promote the learning and transfer of writing strategy and knowledge from First-Year Composition (FYC) classrooms.” The concluding chapter for the dissertation summarizes the overall project and discusses some implications and possible considerations for future/follow-up studies.

(Proposed) Degree of separation or connection between atypical or unconventional component(s) and conventional or written component(s)

Separate. Atypical or unconventional component(s) not really visible in the written or conventional component(s) or is positioned as separate from the institutional copy of the dissertation.

(Proposed) Type of relationship construed between atypical or unconventional component(s) and conventional or written component(s)

Influenced. The atypical or unconventional component (i.e., the videos) is construed as an independent, albeit critical part of the written component (videos “submitted as supplemental materials,” p. 42). The written component establishes the research /or theoretical base for the unconventional component and references the unconventional component frequently, however the emphasis is on an uni-directional relationship.

Notes/Reasoning

“This project will consist of four major components: the introduction to the project, which provides a rationale and framework for the creation and incorporation of the multimedia instructional material described herein; the multimedia material itself, consisting of 17 videos covering several core writing principles, strategies, habits, and genres; short introductions to each video that explain its specific construction; and a conclusion” (p. 2).  Videos have “been submitted as supplemental materials” (p. 42). See also “Description and other notes” field for more information.

Discipline 2 (coded)

English

Discipline Grouping (coded)

HUM

Source

General database search