Communities of Practice and Makerspaces: DMAC's Influence on Technological Professional Development and Teaching Multimodal Composing
Laura McGrath, Letizia Guglielmo
Computers and Composition Volume 36, Number 1, ISSN 8755-4615 Publisher: Elsevier Ltd
This article examines how the Digital Media and Composition Institute (DMAC) influences participants’ approaches to facilitating technological professional development and to teaching multimodal composing. The authors, alumnae of the 2006 DMAC institute, explain how they identified and adapted effective practices from DMAC “in support of their own educational and professional goals, in light of the specific context at their home institutions and within their varied personal experiences” (DMAC, 2014). The authors trace the influence of DMAC, first, on their approaches to facilitating professional technological development in their department, describing lessons learned about framing, hands-on learning, and community building. Second, the authors discuss DMAC's influence on their approaches to teaching an upper-level Writing in Digital Environments course that emphasizes the digital writing course as a makerspace and community of practice in which enactive learning is encouraged as a method of promoting self-efficacy.
McGrath, L. & Guglielmo, L. (2015). Communities of Practice and Makerspaces: DMAC's Influence on Technological Professional Development and Teaching Multimodal Composing. Computers and Composition, 36(1), 44-53. Elsevier Ltd. Retrieved May 29, 2023 from https://www.learntechlib.org/p/204699/.
This record was imported from Computers and Composition on January 29, 2019. Computers and Composition is a publication of Elsevier.Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compcom.2015.04.005