HyperRhetoric: Multimedia, literacy, and the future of composition

Abstract In an age when children are learning to point and click with a mouse at the same time that they are learning how to hold a pencil to write the alphabet, it is clear that literacy today involves more than the three R's. Young children are also learning more and more from hypermedia and multimedia forms of instruction, and these influences on children's early education will have a profound effect on their abilities to read and write and on their very conception of what it means to read and write. Although multimedia communication is revolutionizing concepts of literacy and the composing process, it requires a new way of thinking about producing information, so that we can understand and teach the process of multimedia composition. Using a semiotic approach, this article presents a rhetorical model of multimedia communication and its elements and an analysis of the multimedia composition process and its rhetorical features.

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