Crossing the One Mode/Language Divide: Fiscus’ Annotated Bibliography

In her post “Transmodal/Translingual Projects: A Case Study”, Jackie Fiscus presents an assignment that aimed to encourage her students to move across the one mode/language divide. The three examples that Fiscus shares illustrate how students transformed a traditional school-related genre (annotated bibliography) whose main mode of communication is text into other formats that include more modes. Her post and assignment can be found here.

How could we approach this assignment from the perspectives of our Writing Program? Erika Romero and Cristina Sánchez-Martín present how they have taken up this article. This conversation attempts to illustrate divergent uptake and collaborative meaning making practices (a principle of Translingualism):

Cristina: Students could use their antecedent genre knowledge on another genre in which the textual mode and a specific type of English is used (I am thinking on highly specialized language) and transform it into a more multimodal genre and use their own languages to perform it.

Erika: Would there be a part to this activity in which the student explores why their approach to the genre isn’t the conventional approach (and potentially why it should be)? What I mean is, if they use their own language to perform it, would they have to reflect on why that language isn’t used for that genre?

Cristina: In the uptake genre, students document their steps and choices for genre production. Fiscus employed Shipka’s Statement of Goal’s and Choices (SOGC), but other (more) multimodal genres like infographics, concept maps, recipes, etc. could work.

By Erika Romero and Cristina Sánchez-Martín