Selfe, Cynthia L. Multimodal Composition: Resources for Teachers.
Cresskill, NJ: Hampton, 2007. Print.
This chapter is all about collaboration in multimodal assignments. I like the fact that this is addressed, because I was worried about this when reading the last chapter. Collaborating within multimodal assignments sounds great in theory, but when you actually have to work with someone else on something that has multiple layers, it can be an extremely complicated process.
This chapter cites the many benefits of collaboration, such as "emotional rewards and the learning that occurs when group members discuss ideas that are difficult to qualify or trace back to their sources." The chapter goes on to say that, while collaborating can be great, teachers have to facilitate it and make sure everything is going well throughout. I think this is wonderful in theory, but I'm confused about the need for group work when working on multimodal compositions. In most classrooms, especially college classrooms, students seem to delegate and divide as far as group work is concerned-- they don't have time to meet with their classmates in the library, because they have full time jobs and maybe live far away from campus. I just really have never understood the need for group work, though I've had it in all my classes.
One thing I like about this chapter is the fact that it addresses the question of access. On page 41, group work is cited as being a great idea, because it allows students to "... use time, space, and technological resources effectively." This is very true, especially in a high school setting. If there are only 5 computers for 20 students, group work is absolutely necessary. I can definitely see this advantage.
I'd like to know more about successful group work scenarios. Mostly, I've found that students have a generally negative perception of group work. That's a shame, since it's required in just about every class. How can this be turned around?
Betsy, I agree that collaborative work can be extremely challenging. However, I find it necessary so students can develop a collaborative style, learn how they work together and who they best work with. These skills are often necessary once entering the workforce, both academic and professional. That being said, actually getting students to think in this way and develop these skills through collaborative school projects is a lofty endeavor. One nice aspect of collaborative work on multimodal assignments is the combining of knowledge and perspective. Keller discusses affordance in Chapter 5 of Multimodal Composition. Combining different technological student expertise on a single project increases the ability of the group to take advantage of multimodal affordances, thus enhancing the rhetorical power and depth of the project. Collaboration is often fraught with challenges, but when effective, great products can come from the combination of minds.
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