TY - JOUR

T1 - The Adaptive Process of Multimodal Composition

T2 - How Developing Tacit Knowledge of Digital Tools Affects Creative Writing

AU - Skains, Rebecca

PY - 2017/3

Y1 - 2017/3

N2 - Many creative writers are turning to digital media and multimodal composition as an emerging genre of storytelling; many, however, do not have sufficient familiarity with digital tools to compose digital texts. Digital literacy is still an emerging area of pedagogy; online literacy and multimedia composition are becoming more prominent in classrooms, and deeper understanding of the effects of these tools on individual students and their work is crucial to development of teaching practice. Tacit knowledge of written narrative alone does not permit the creative writer to fully realize the narrative possibilities inherent in the multimodal form. This paper communicates the results of a practice-based research project, Færwhile, conducted expressly to examine the changes wrought in the creative writer’s process and understanding of narrative by shifting to a multimodal, digital composition process. In this paper, I analyze my creative works prior, during, and after development of explicit knowledge of digital fiction and digital composition tool, and discuss how internalizing this explicit knowledge alters the creative composition process. These conclusions, drawn from an in-depth experimentation for the express purposes of research, have implications not only for individual creative writers, but for students and teachers moving into multimodal forms of digital communication.

AB - Many creative writers are turning to digital media and multimodal composition as an emerging genre of storytelling; many, however, do not have sufficient familiarity with digital tools to compose digital texts. Digital literacy is still an emerging area of pedagogy; online literacy and multimedia composition are becoming more prominent in classrooms, and deeper understanding of the effects of these tools on individual students and their work is crucial to development of teaching practice. Tacit knowledge of written narrative alone does not permit the creative writer to fully realize the narrative possibilities inherent in the multimodal form. This paper communicates the results of a practice-based research project, Færwhile, conducted expressly to examine the changes wrought in the creative writer’s process and understanding of narrative by shifting to a multimodal, digital composition process. In this paper, I analyze my creative works prior, during, and after development of explicit knowledge of digital fiction and digital composition tool, and discuss how internalizing this explicit knowledge alters the creative composition process. These conclusions, drawn from an in-depth experimentation for the express purposes of research, have implications not only for individual creative writers, but for students and teachers moving into multimodal forms of digital communication.

KW - Digital Composition

KW - Creative Writing

KW - Cognition

KW - Written Composition

KW - Multimodal Composition

KW - Practice-based Research

M3 - Article

VL - 43

SP - 106

EP - 117

JO - Computers and Composition

JF - Computers and Composition

SN - 8755-4615

ER -