Date of Award
Master of Arts
Since the work of Gunther Kress, Cynthia Selfe, Anne Wysocki, the New London Group and others, many composition instructors are integrating the study and practice of new communication technologies into their pedagogy. This burgeoning amalgam of fields, which I call new media literacy studies, is heavily invested in extending first-year composition and literacy instruction to address the growing ubiquity of information communication technologies. This thesis begins with an exploration of the scope of these new media literacy theories, and argues for a new media literacy theory grounded in the dialogic theories of Mikhail Bakhtin and the Sophists. By bringing a broad spectrum of new media literacy theories into a dialogue with Bakhtinian theory and Sophistic theory, this thesis develops and explores a new literacy theory specifically addressing multimodal representational practice. Finally, this thesis describes a pedagogy built on this theoretical framework. The dialogic pluralism of this pedagogy could foster an environment wherein students are prepared to deploy a wide variety of communication strategies-in multiple modes-so as to meet the demands of an assortment of rhetorical situations.
Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/
S. Scott Graham
Graham, S. Scott, "Towards a dialogic theory of new media literacy" (2006). Retrospective Theses and Dissertations. 16117.