Computers and Composition最新文献

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Cultivating networked literacy: Second language writers and the development of online source evaluation strategies 培养网络素养：第二语言作家与网络资源评价策略的发展

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2025-01-21 DOI: 10.1016/j.compcom.2025.102914

Matthew Overstreet

The internet contains a wealth of informational resources. To use online information sources effectively, though, writers must know how to evaluate their credibility. This article reports on an effort to enhance source evaluation skill among a group of second language writers. Researchers used interviews, authentic writing tasks and screen-recording to chart the source use and evaluation practices of participants before and after their first year of university. In the interim, participants were introduced to online research skills including lateral reading, a popular source evaluation technique. We found that when asked to engage in research writing, these writers consistently turned to non-academic sources, especially online news sites and for-profit companies. They deployed seven types of source evaluation strategy and over the course of the study, as a group, traded weaker strategies for stronger ones. These findings provide a glimpse of the current online information ecosystem, as well as a framework to help teachers and researchers better understand how novice writers make choices in networked space. They suggest that the pedagogy offered was a limited success and provide guidance as to how it might be improved.

互联网包含了丰富的信息资源。然而，为了有效地利用网络信息源，作者必须知道如何评估自己的可信度。本文报道了一群第二语言作家在提高源性评价技能方面所做的努力。研究人员通过访谈、真实的写作任务和屏幕录音来绘制参与者在大学一年级前后对资源的使用和评估实践。在此期间，参与者被介绍了在线研究技能，包括横向阅读，一种流行的资源评估技术。我们发现，当被要求从事研究写作时，这些作者总是转向非学术来源，尤其是在线新闻网站和营利性公司。他们采用了七种类型的资源评估策略，并在研究过程中，作为一个群体，将较弱的策略换成了较强的策略。这些发现提供了当前在线信息生态系统的一瞥，以及帮助教师和研究人员更好地理解新手作家如何在网络空间中做出选择的框架。他们认为所提供的教学法取得了有限的成功，并就如何加以改进提供了指导。

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引用次数: 0

From multimodal space to digital multimodal text: Making choices in digital multimodal compositions inspired by museum visits in higher education 从多模态空间到数字多模态文本：受高等教育博物馆参观启发，在数字多模态作品中做出选择

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2024-12-14 DOI: 10.1016/j.compcom.2024.102909

Nóra Wünsch-Nagy

Access to generative artificial intelligence (AI) has transformed the pedagogical and creative potential of digital practices in multimodal pedagogies, and more specifically, digital multimodal compositions (DMC). This study aims to explore and understand choices in a DMC project from the perspectives of student experiences and the teacher's pedagogical practices including learning design, assessment, and the integration of AI in the context of a semester-long university course. To answer these questions, the case study presents the analysis of the teacher's choices in terms of course design, and scaffolding and assessment practices. It also explores the challenges students face through the analysis of their pre- and post-course questionnaires, digital multimodal composition artefacts and reflective notes. The study makes suggestions in terms of pedagogical sequences to support students’ choice-making, and the integration of semiotic software and generative AI tools into DMC projects.

生成式人工智能（AI）的使用已经改变了多模态教学法中数字实践的教学和创造潜力，更具体地说，是数字多模态作曲（DMC）。本研究旨在从学生体验和教师教学实践的角度探讨和理解DMC项目中的选择，包括学习设计、评估和人工智能在大学学期课程中的整合。为了回答这些问题，本案例分析了教师在课程设计、框架和评估实践方面的选择。它还探讨了学生面临的挑战，通过分析他们的课前和课后问卷，数字多模态组成的人工制品和反思笔记。本研究在教学顺序方面提出建议，以支持学生的选择，并将符号学软件和生成式人工智能工具集成到DMC项目中。

引用次数: 0

Flexible use: Tracing technological propositions through an educational ecology 灵活使用：通过教育生态追踪技术命题

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2024-12-08 DOI: 10.1016/j.compcom.2024.102907

Jeanne Dutton

To stave off extinction, many Small Liberal Arts Colleges (SLACs) have undertaken dramatic initiatives—often scripted by outside consultants—to bolster their financial solvency, increase their enrollment, excite donor interest, and revitalize their pedagogy, Writing Scholars like Overstreet (2022) and Devoss, Cushman and Grabill (2005) have called for more fine-grained analysis of the sites of Higher Education and the changes that occur in how they teach and engage in the activity of writing and composition. Though multiple studies have measured the efficacy of a newly introduced technological systems of practice to improve writing, much less research has gone into understanding the compositional design of what ‘good’ represents or how value may skew toward the various ideologies that support other stakeholders in addition to the implementing entity. Writing technologies, measured by the criteria of the very literacies which they enact (digital proficiency determining the value of digital tools, for example, mobile proficiency determining the value of mobile tools) often introduce cycles of spending in SLACs which compel them to re-invest in simulacrums of the externally defined modern or good even as the internal struggles that justify spending remain consistent and problematic. This study, borrowing from the spatial analysis of scholars like Pigg (2014) and genre studies of Spinuzzi (2003), looks at how the propositions of a 1:1 technology initiative cut across a local community and were shared, lived, and governed collectively to see the multimodal whole of a community plan to create innovation and improve their social condition.

为了避免倒闭，许多小型文理学院（slac）采取了戏剧性的举措——通常由外部顾问起草——来增强他们的财务偿付能力，增加招生人数，激发捐赠者的兴趣，并重振他们的教学方法。Cushman和Grabill（2005）呼吁对高等教育场所进行更细致的分析，以及他们如何教授和参与写作和作文活动的变化。尽管多项研究已经测量了新引入的技术实践系统对提高写作的功效，但很少有研究深入了解“好”所代表的构成设计，或者价值如何倾向于支持除实施实体之外的其他利益相关者的各种意识形态。写作技术，通过他们制定的文化标准来衡量（数字熟练度决定数字工具的价值，例如，移动熟练度决定移动工具的价值），经常在slac中引入支出周期，迫使他们重新投资于外部定义的现代或好的模拟，即使内部斗争证明支出是一致的和有问题的。本研究借鉴了Pigg（2014）等学者的空间分析和Spinuzzi（2003）的类型研究，研究了1:1技术倡议的主张如何跨越当地社区，并被共同分享、生活和治理，以了解社区计划的多模态整体，以创造创新并改善其社会状况。

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引用次数: 0

Purposeful remixing with generative AI: Constructing designer voice in multimodal composing 有目的的混音与生成人工智能：在多模态作曲中构建设计师的声音

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2024-11-26 DOI: 10.1016/j.compcom.2024.102893

Xiao Tan , Wei Xu , Chaoran Wang

In multimodal writing, students can mobilize both linguistic and non-linguistic resources to express their real or imagined identities. But at the same time, when students are limited to choosing from available online resources, their voices might be compromised due to the incompatibility between their authorial intentions and the materials available to them. This study, therefore, investigates whether the use of generative AI tools could help student authors construct a more consistent voice in multimodal writing. In this study, we have designed a photo essay assignment where students recount a story in the form of photo essays and prompt AI image-generating tools to create photos for their storytelling. Drawing on interview data, written reflections, written annotations, and multimodal products from seven focal participants, we have identified two remixing practices–layering and blending–through which students attempted to establish a coherent and unique voice in writing. The study sheds light on the intentional and discursive nature of multimodal writing with AI as afforded by the technological flexibility, while also highlighting the practical and ethical challenges that could be attributed to students’ insufficient prompt and multimodal literacy and the innate limitations of AI systems. This study provides important implications for incorporating AI tools in designing multimodal writing tasks.

在多模态写作中，学生可以调动语言和非语言资源来表达他们真实或想象的身份。但与此同时，当学生只能从可用的网络资源中进行选择时，他们的声音可能会因为他们的作者意图与他们可以获得的材料之间的不兼容而受到损害。因此，本研究调查了生成式人工智能工具的使用是否可以帮助学生作者在多模态写作中构建更一致的声音。在这项研究中，我们设计了一个照片散文作业，让学生以照片散文的形式讲述一个故事，并提示人工智能图像生成工具为他们的故事创建照片。根据采访数据、书面反思、书面注释和来自7位重点参与者的多模式产品，我们确定了两种混合实践——分层和混合——通过这些实践，学生们试图在写作中建立连贯和独特的声音。该研究揭示了技术灵活性所带来的人工智能多模态写作的意图和话语性质，同时也强调了可能归因于学生缺乏及时和多模态素养以及人工智能系统固有局限性的实践和道德挑战。该研究为将人工智能工具纳入设计多模式写作任务提供了重要启示。

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引用次数: 0

Playing the digital dialectic game: Writing pedagogy with generative AI 玩数字辩证法游戏：用生成式人工智能书写教育学

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2025-01-24 DOI: 10.1016/j.compcom.2025.102915

Rebekah Shultz Colby

This article explores teaching writing with generative AI as critical play where students and teachers engage in an ethically dialectical and aleatory game with generative AI. I qualitatively surveyed 24 writing teachers about how they teach writing with generative AI as well as its advantages and disadvantages. I discovered that teachers used generative AI to teach about the ethics of generative AI's design and rhetorical use to avoid plagiarism. Teachers also critically played with generative AI to teach the writing process of invention, drafting, revision, and editing. Specifically, the critical, dialectical interplay of human and machine invents in aleatory and emergent ways, creating moments of epiphany for students and teachers within the writing process for invention, drafting, revision, and editing while the real time pace of generative AI democratizes education, making writing and teaching more accessible for them.

本文探讨了将生成式人工智能作为批判性游戏的写作教学，学生和教师与生成式人工智能进行伦理辩证和随意的游戏。我对24位写作教师进行了定性调查，了解他们如何使用生成式人工智能教授写作，以及它的优缺点。我发现老师们用生成式人工智能来教授生成式人工智能的设计伦理和修辞使用，以避免抄袭。教师们还批判性地使用生成式人工智能来教授发明、起草、修改和编辑的写作过程。具体来说，人类和机器以偶然和紧急的方式进行发明，为学生和教师在发明、起草、修订和编辑的写作过程中创造了顿悟的时刻，而生成式人工智能的实时步伐使教育民主化，使他们更容易进行写作和教学。

引用次数: 0

Utilizing ChatGPT to integrate world English and diverse knowledge: A transnational perspective in critical artificial intelligence (AI) literacy 利用ChatGPT整合世界英语和多元知识：关键人工智能（AI）素养的跨国视角

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2025-01-10 DOI: 10.1016/j.compcom.2024.102913

Asmita Ghimire

This article proposes the implementation of a transnational post-digital pedagogy and Critical AI literacy incorporating ChatGPT in the classroom. It draws upon Scott Graham's suggestion for a multidimensional recursive writing process, emphasizing fact-checking and revision while utilizing ChatGPT. Additionally, it incorporates Suresh Canagarajah's (2019) theorization of transnational habits of writing among most international, multilingual, and marginalized students, which, according to him, are characterized by rhetorical sensitivity, depth of awareness, and linguistic knowledge. Based on these empirical and theoretical perspectives, this article proposes pausing, pondering, posing, and prioritizing as critical praxis that can be built into metacognitive activities. To explain this praxis, it showcases two kinds of metacognitive activities for fostering transnational habits among students through fact-checking processes. Similarly, it suggests designing the revision phase of writing assignments to allow students to incorporate their English language skills into the classroom. This paper identifies engaging in critical dialogue with ChatGPT and encouraging self-reflection on fact-checking and revision as effective ways to cultivate a transnational habitus among students. It concludes that adopting a transnational post-digital critical pedagogy and critical AI literacy in the writing process benefits both national and international students by promoting diverse linguistic norms and perspectives.

本文建议在课堂上实施跨国后数字教学法和结合ChatGPT的批判性人工智能素养。它借鉴了Scott Graham关于多维递归写作过程的建议，在使用ChatGPT的同时强调事实检查和修改。此外，它还结合了Suresh Canagarajah（2019）对大多数国际、多语种和边缘化学生的跨国写作习惯的理论，他认为这些学生的特点是修辞敏感性、意识深度和语言知识。基于这些经验和理论观点，本文提出暂停、思考、摆姿势和优先排序作为可以构建到元认知活动中的关键实践。为了解释这一实践，它展示了两种元认知活动，通过事实核查过程培养学生的跨国习惯。同样，它建议设计写作作业的复习阶段，让学生将他们的英语语言技能融入课堂。本文认为，与ChatGPT进行批判性对话，鼓励对事实核查和修订进行自我反思，是培养学生跨国习惯的有效途径。该研究的结论是，在写作过程中采用跨国后数字批判教学法和批判性人工智能素养，通过促进多样化的语言规范和视角，对国内和国际学生都有好处。

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引用次数: 0

Multimodal composing with generative AI: Examining preservice teachers’ processes and perspectives 多模态合成与生成式AI：检视职前教师的过程与观点

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2024-12-17 DOI: 10.1016/j.compcom.2024.102896

Blaine E. Smith , Amanda Yoshiko Shimizu , Sarah K. Burriss , Melanie Hundley , Emily Pendergrass

The question of how generative Artificial Intelligence (Gen AI) will reshape communication is causing questions and concerns across the field of education, particular literacy and writing classrooms. Although important questions have surfaced surrounding the varied effects on writing instruction and ethical implications of AI in the classroom, there are calls for deeper investigations about how these tools might shape multimodal composing processes. This study builds upon this developing field by exploring how 21 university students in literacy education courses multimodally composed with generative AI and their perspectives on the use of AI in the classroom. Data sources included screen capture and video observations, design interviews, pre- and post- surveys, and multimodal products. Through qualitative and multimodal analysis, four main themes emerged for understanding preservice teachers’ multimodal composing processes: (1) composing was an iterative process of prompting guided by the AI tools, (2) composers exhibited two distinct processes when designing their projects, (3) AI shaped creative possibilities, and (4) play, humor, and surprise served a key function while composing. Preservice teachers’ perspectives also revealed insights into how AI shaped engagement with content, the importance of scaffolding AI in the classroom, and how ethics were intertwined with technical function and teaching beliefs.

生成式人工智能（Gen AI）将如何重塑交流，这一问题引发了整个教育领域的质疑和担忧，尤其是读写课堂。尽管围绕人工智能在课堂上对写作教学和伦理影响的各种影响的重要问题已经浮出水面，但人们呼吁对这些工具如何影响多模态写作过程进行更深入的调查。本研究以这一发展领域为基础，探讨了21名大学生如何在扫盲教育课程中多模态地使用生成式人工智能，以及他们对在课堂上使用人工智能的看法。数据来源包括屏幕截图和视频观察、设计访谈、前后调查和多模式产品。通过定性和多模态分析，为理解职前教师的多模态作曲过程，出现了四个主要主题：(1)作曲是一个由人工智能工具指导的提示迭代过程；(2)作曲家在设计项目时表现出两种不同的过程；(3)人工智能塑造了创作的可能性；(4)在作曲过程中，游戏、幽默和惊喜发挥了关键作用。职前教师的观点也揭示了人工智能如何塑造与内容的互动，脚手架人工智能在课堂上的重要性，以及道德如何与技术功能和教学信念交织在一起。

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引用次数: 0

Large language models and digital multimodal composition in the first-year composition classrooms: An encroachment and/or enhancement dilemma 一年级作文课堂中的大型语言模型和数字多模态作文：侵占和/或增强的困境

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2024-12-03 DOI: 10.1016/j.compcom.2024.102892

Hem Lal Pandey , Purna Chandra Bhusal , Sanjeev Niraula

This study examines the perspectives of twenty-five First-Year Composition (FYC) instructors on the impact of Large Language Models (LLMs) and Digital Multimodal Composition (DMC) in FYC classrooms. The primary objectives are to assess instructors' views on the effects of LLMs like ChatGPT on FYC pedagogy and to explore how DMC can be brought into conversation within these impacts. Employing qualitative surveys with open-ended questions, the study collected, coded, and thematized the data, generating three major key themes: creativity, plagiarism, and DMC engagement. The FYC instructors' perspectives and observations indicate that LLMs have both encroaching and enhancing effects on FYC classrooms, wherein DMC may be a potential tool to attenuate the negative impacts of LLMs by fostering student engagement. This study highlights the complex, dilemmatic perspectives of FYC instructors and underscores the urgent need for LLM and DMC literacy to advance FYC pedagogy in the context of technological advancements.

本研究考察了25位一年级作文（FYC）教师对大型语言模型（llm）和数字多模态作文（DMC）在FYC课堂上的影响的看法。主要目标是评估教师对法学硕士（如ChatGPT）对FYC教学法的影响的看法，并探讨如何在这些影响下将DMC引入对话。该研究采用带有开放式问题的定性调查，收集、编码和主题化数据，产生三个主要的关键主题：创造力、抄袭和DMC参与。FYC教师的观点和观察表明，法学硕士对FYC课堂既有蚕食作用，也有增强作用，其中DMC可能是通过促进学生参与来减轻llm负面影响的潜在工具。这项研究突出了FYC教师的复杂，两难的观点，并强调了LLM和DMC素养在技术进步背景下推进FYC教学的迫切需要。

引用次数: 0

Editorial for special issue: Digital multimodal composing in the era of artificial intelligence 特刊社论：人工智能时代的数字多模态创作

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2025-01-01 DOI: 10.1016/j.compcom.2024.102911

Fei Victor Lim , Øystein Gilje , Emilia Djonov

引用次数: 0

Theorizing fanfiction: The importance of remixed social genres composed on the internet 同人小说的理论化：在互联网上创作的混合社会类型的重要性

Q1 Arts and Humanities

Computers and Composition

Pub Date : 2025-03-01 Epub Date: 2025-01-30 DOI: 10.1016/j.compcom.2025.102916

Alecia Marie Magnifico , Karis Jones

Due to their rapid evolution, scholars sometimes categorize digital and computer-mediated genres as fully distinct from more traditional offline genres. In this theoretical exploration, we complicate binaries of online/offline to understand networked genres in their own right and situate fanfiction and its associated practices. We examine how social genres intertwine with reader response and transliteracies in the complex, ongoing fandom conversations that surround original texts and fan works. We consider the computer-mediated and networked nature of fandom practices and communities, and how these networks allow fans to interact with source content in ways that are distinct from more official interpretive communities such as publishers and literary critics, media producers and reviewers, or writing instructors. Finally, we explore how literature and publishing have been disrupted by contexts like fandoms where texts are often constructed online in bottom-up ways— and the consequences of this disruption for learning about composition.

由于它们的快速发展，学者们有时将数字和计算机媒介类型与更传统的离线类型完全区分开来。在这一理论探索中，我们将在线/离线的二元概念复杂化，以理解网络类型本身的权利，并将同人小说及其相关实践置于其位置。我们研究了在围绕原著和粉丝作品的复杂、持续的粉丝对话中，社会类型如何与读者反应和音译交织在一起。我们考虑了粉丝实践和社区的计算机媒介和网络性质，以及这些网络如何允许粉丝以不同于出版商和文学评论家、媒体制作人和评论家或写作导师等更官方的解释社区的方式与源内容互动。最后，我们探讨了文学和出版是如何被像fandom这样的环境所破坏的，在这种环境中，文本通常是以自下而上的方式在网上构建的——以及这种破坏对学习写作的后果。

引用次数: 0

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