For task 7, mode-bending, I created a video with audio and added subtitles for the items in my bag. The video is listed below.

My initial challenge/frustration with this particular mode change was time! I had to invest more time in producing this video compared to completing task 1. I found myself saying “This is silly. Writing a small amount of content (instead of producing a video) on the items in my bag is quicker, accomplishes the same goal, and is a better use of my time.” I naturally had the thought (which I am not particularly proud of) that the only way to grab the attention of individuals, mainly students, is through short videos. After completing the video and taking more time to reflect on the process, I have come to these conclusions. One, a short video replacing a short written component can be useful for individuals/students when their first language is not of your written piece. As a teacher, I can think of students currently in my classes that would struggle to understand my task 1 assignment as it was originally presented. Crossing barriers of language and culture was mentioned numerous times by The New London Group (1996). If students are fluent in the language of a short written piece, I believe it is reasonable to expect them to read and engage with the writing (again, in my opinion). It is not reasonable to expect teachers to present different modes for short written content, even if there are two students who speak another language! We (teachers) have lives, and already devote enough of it to the needs in our classroom. Therefore, my second conclusion is that producing a video to replace a long written component has its benefits. I believe all students, children and adults, often have busy lives where long written components do not mesh with their available time. For example, I often find it impossible to read all required readings in this Masters program due to time. Third, mode-bending seems to be often appropriate for summarizing. I may be old fashioned in my thinking, but if someone is fluent in English and asked for task 1 to be presented in a different manner I would consider them lazy. Now, if my English speaking automotive student asked for a different mode of delivery for the 15 page manual on rebuilding their starter motor, I would consider that reasonable. So to conclude, reasonable expectations for the teacher in mode presenting (teacher’s time compared to student capabilities – i.e. language barriers), mode-bending being appropriate for student available time, and mode-bending to summarize challenging content.

Our required reading by The New London Group (1996) discussed hybridity, which I believe applies to my redesign process. It was partially described as “multifarious combinations of modes of meaning cutting across boundaries of convention and creating new conventions” (p. 82). Fly fishing is often believed to have originated in England in the 13th century (although this is debatable). Whether considered a sport, pass-time or skill, there is no arguing that the process has an “old school” feel to it. Some of the best at it are elderly, and use limited technology in the process. Discussing the contents of my bag with video, audio and subtitles creates new relationships with fly fishing and its followers. Originally, the cultural form of learning fly fishing gear could only be achieved if passed down from parents or grandparents. I felt that my redesign process can be summarized by hybridity. Along with the various fly casting and fly tying tutorials available online and in person at places such as community centers or evening courses at post secondary institutions. Oddly enough, there seems to be a market with hybridity applied to fly fishing.