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Moving Composition: Writing in a Mob...

Herron, Josh Paul.

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Moving Composition: Writing in a Mobile World.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Moving Composition: Writing in a Mobile World./
作者:	Herron, Josh Paul.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	228 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Rhetoric. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10607617
ISBN:	9780355344653

Moving Composition: Writing in a Mobile World.
Herron, Josh Paul.

Moving Composition: Writing in a Mobile World. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 228 p.

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)--Clemson University, 2017.

We live in an increasingly mobile society on many levels. Mobile devices, including the smartphone, tablet, and wearables, allow for composing and communicating from anywhere and in new ways, a phenomenon that is especially deserving of attention by composition studies scholars and teachers. Mobile composition processes are impacted by the symmetry of humans and technology as each equally shapes one another. This interplay of mobile devices (including wearables) and humans impacts composition ecologies, processes, and definitions of writing. The role of analog mobile writers also informs our current practices and approaches to a mobile composition as many writers have sought to write on the move.

ISBN: 9780355344653Subjects--Topical Terms:

516647
Rhetoric.

Moving Composition: Writing in a Mobile World.
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520 $a Educational researchers identify mobile learning as unique with attributes not afforded in analog or tethered learning environments. Mobile composition is poised to take advantage of the authentic, collaborative, and new opportunities for making meaning that exist in this form of teaching and learning. Mobile composition also transcends the literature from established composition studies and mobile learning frameworks by residing and inventing the burgeoning digital apparatus, electracy, that follows and extends the practices of oral and literate civilizations. Electracy's teaching and learning corollary, post(e)-pedagogy, offers ways to make use of mobile devices in this new framework. Finally, this dissertation project includes a mobile composition course prototype that models a post(e)-pedagogical approach and encourages further critical exploration and invention of communication practices with mobile devices, especially by composition faculty and students but in higher education overall.
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