“Does this Mean We’re Cyborgs Too?”

Teaching Multimedia Memoir to English Majors

Authors

  • Sara P. Hillin Lamar University

DOI:

https://doi.org/10.1558/wap.v4i1.99

Keywords:

multimedial, digital literacy, memoir, cyborg

Abstract

This essay focuses on the implementation of a multimedia writing course and, in particular, a techno-literacy memoir project, which asked students (advanced undergraduates and graduate students) to use their creativity in choosing digital environments, such as podcasts, blogs, and wikis, for sharing their memories of gaining literacy through technology. What the students learned from this project was an ability to fluidly transition between print and digital literacy, along the way strengthening their ability to engage their audiences, and a recognition of their own cyborgian writing skills; indeed, they saw how various communication technologies were extensions of themselves. Through this project, they understood that they had been “cyborgs” since childhood (growing up with, for example, seemingly primitive Speak’N’Spells and Commodore 64s), and this realization helped them transition into a new repertoire of composing skills essential for 21st century student writers.

Author Biography

Sara P. Hillin, Lamar University

Sara Pauline Hillin is an Assistant Professor of Rhetoric and Composition at Lamar University in Beaumont, Texas. She earned her Ph.D. in Rhetoric at Texas Woman’s University in 2005. Her current research interests include multimedia writing, early 19th century women’s rhetorics, the rhetoric of poetry, and effective pedagogies in advanced composition courses. She teaches courses in writing pedagogy, advanced composition, multicultural rhetorics and first year composition.

References

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Published

2012-07-02

How to Cite

Hillin, S. P. (2012). “Does this Mean We’re Cyborgs Too?”: Teaching Multimedia Memoir to English Majors. Writing and Pedagogy, 4(1), 99-119. https://doi.org/10.1558/wap.v4i1.99

Issue

Section

Reflections on Practice