"Inside" Innovation ... "It's Not Pretty": Embodied Responses to Discourses of Technological Advancement and Accountability

Session Type: Symposium

Abstract

In this session we aim to engage the audience as we discuss and contribute to a lived definition of what a responsive multimodal curriculum looks and feels like to teachers, teacher educators and students in an accountability/reform based environment. Through the lens of (im)materiality, we present data from three qualitative inquiries into the digital literacies practices of secondary school students, college students, teachers, and teacher educators, as we document the mess or the un-pretty side of designing responsive curriculum that incorporates multimodality and digital technologies as a counter-narrative to the market-based, economic, institutional pressures to appear knowledgeable, consistent, quick, comfortable, cool, collected, clean, curated, and clutter-free when collaboration and creativity are messy, unruly, silent, slow, scrappy processes.

Sub Unit

• SIG-Writing and Literacies

Chair

• Stephanie Anne Schmier, College of Staten Island

Papers

• Discourses and Discomforts as a (Digital) Literacy Teacher Educator - Elisabeth Johnson, College of Staten Island - CUNY

• Designing Responsive Curriculum: How One Teacher Made Space for Multimodality in a Curriculum-Sanctioned Underperforming School - Stephanie Anne Schmier, College of Staten Island

• Shifting Around: A Four-Year Case Study of Evolving Curriculum, Pedagogy, and School Policies for Classroom Technologies - Tiffany A. DeJaynes, Park University

Discussants

• Jessica Zacher Pandya, California State University - Long Beach

• Sarah C. Lohnes Watulak, Towson University