مقاله انگلیسی رایگان در مورد فرایند سازگاری ترکیب چندجمله ای (الزویر)

For the current generation of students, engagement in digital media is an everyday practice, from reading and viewing content to writing and disseminating content. A significant pedagogical digital divide remains, however, between these students’ digital practices, and the approaches to communication taught in classrooms (Hundley & Holbrook, 2013). It is important not only that educators and teachers develop pedagogical tools and approaches to address communications in these new media, but also that we understand the fundamental, cognitive differences between writing for the page and writing for digital media; little research has been done to date to help us understand how writers and students negotiate multimodal/digital composition (DePalma & Alexander, 2015). This paper examines a practice-based case study comparing the creative writing process as it evolves for digital composition, specifically addressing how greater tacit knowledge and experience with digital tools affects the writer at work, using digital fiction composition as a model. As such, this research serves as a foundation for expanded studies in classrooms, for both academic and creative composition practices.