|Introduction to this ePortfolio's Components|
The purpose of this ePortfolio is to reflect on my transition to multimedia, digitized first year writing, gender studies, and rhetoric clasrooms. In particular, I am interested in thinking about a digital vernacular pedagogy that fully centers the knowledge students have actively constructed from their own local, cultural, digital communities.
I began an exploration of this work in first year writing classrooms so this site pays homage to that. I have begun to ask students to write and create for multiple, public audiences using a variety of digital platforms. While this has always been a "request" of my pedagogy, the creation of public writing opportunities was not always an easy feat. Digital cultures, however, offer us new opportunities for public writing pedagogies.
Since the fall semester of my first year writing course (in a two-course sequence) revolves most closely around ePortfolios, I thought it was only appropriate that I use an ePortfolio to compose this pedagogical story. In my courses, we use ePortfolios to collect and present multimedia discussions and arguments. In that way, ePortfolios are more than a mere repository of teacher-assigned, alphabetic essays. Instead, ePortfolios are an opportunity for students to construct a digital ethos and identity. I hope to do the same here with this ePortfolio.
This website offers assignments and curricular models most central to my teaching right now. I also present a variety of personal, critical reflections that attempt to chronicle my own inner thoughts as well as my reactions to the outright resistance and hostility that I have faced in teaching my classes this way. Nothing here will be a happy story but I intend to make it a damn good one! Last, but certainly not least, I try and look closely at the most critical catalysts of my own thinking and teaching right now: my students.