Azsanee A. Truss
As I developed this magazine, the idea was to create something I considered both informative and tangible. In allowing for the use of multiple artistic forms, a magazine capitalizes on the meaning that can be made from photographs and graphic design, in addition to what can be communicated via the written language. This project also includes links to outside videos, podcasts, music, and web pages, even further expanding the ways in which I am able to communicate my ideas. My goal is to produce an artifact that is both a resource for and an example of multimodal methods. The goal of this magazine is to serve as a resource for educators to understand multimodal methods of teaching and learning. As a result, I felt it was also important to embody these practices in my own work. Wissman, Staples, Vasudevan, & Nichols (2015) discuss embodied inquiry as referring to “how the realignment of roles and responsibilities, and redistribution of materiality within a space, substantively changes the nature of the inquiry that can occur within research spaces” (p. 189).
This magazine contains articles that are more focused on theory, some focused more on practice, and some which focus on both. The theory articles are directed toward a more academic audience, laying out new ways of thinking about research, and presenting concepts that may spark new projects. Practice articles are more about how these theories can be applied directly in a learning setting; these articles include frameworks, stories, personal anecdotes, and examples of the topics I have theorized, as a means of providing educators with ideas about how they might start to integrate these methods into their own teaching. In addition to the articles, the "ad" pages are highlighting multimodal projects that I have created throughout my studies, as examples of the types of projects students are able to develop when given the tools and freedom.
Link to Abstract Link to Demo Video