{"id":47,"date":"2025-10-19T10:10:15","date_gmt":"2025-10-19T17:10:15","guid":{"rendered":"https:\/\/blogs.ubc.ca\/iceetec540\/?page_id=47"},"modified":"2025-10-19T10:10:15","modified_gmt":"2025-10-19T17:10:15","slug":"task-7-mode-bending","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/iceetec540\/task-7-mode-bending\/","title":{"rendered":"Task 7: Mode-bending"},"content":{"rendered":"<h4 class=\"title\" style=\"text-align: center;\">Task 7: Mode-bending<\/h4>\n<audio class=\"wp-audio-shortcode\" id=\"audio-47-1\" preload=\"none\" style=\"width: 100%;\" controls=\"controls\"><source type=\"audio\/mpeg\" src=\"http:\/\/blogs.ubc.ca\/iceetec540\/files\/2025\/10\/Task-7-Mode-bending.m4a?_=1\" \/><a href=\"http:\/\/blogs.ubc.ca\/iceetec540\/files\/2025\/10\/Task-7-Mode-bending.m4a\">http:\/\/blogs.ubc.ca\/iceetec540\/files\/2025\/10\/Task-7-Mode-bending.m4a<\/a><\/audio>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-4 aligncenter\" src=\"http:\/\/blogs.ubc.ca\/iceetec540\/files\/2025\/09\/IMG_3711-scaled-e1757852754973.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https:\/\/blogs.ubc.ca\/iceetec540\/files\/2025\/09\/IMG_3711-scaled-e1757852754973.jpg 2560w, https:\/\/blogs.ubc.ca\/iceetec540\/files\/2025\/09\/IMG_3711-scaled-e1757852754973-300x225.jpg 300w, https:\/\/blogs.ubc.ca\/iceetec540\/files\/2025\/09\/IMG_3711-scaled-e1757852754973-1024x768.jpg 1024w, https:\/\/blogs.ubc.ca\/iceetec540\/files\/2025\/09\/IMG_3711-scaled-e1757852754973-768x576.jpg 768w, https:\/\/blogs.ubc.ca\/iceetec540\/files\/2025\/09\/IMG_3711-scaled-e1757852754973-1536x1152.jpg 1536w, https:\/\/blogs.ubc.ca\/iceetec540\/files\/2025\/09\/IMG_3711-scaled-e1757852754973-2048x1536.jpg 2048w, https:\/\/blogs.ubc.ca\/iceetec540\/files\/2025\/09\/IMG_3711-scaled-e1757852754973-1200x900.jpg 1200w, https:\/\/blogs.ubc.ca\/iceetec540\/files\/2025\/09\/IMG_3711-scaled-e1757852754973-1980x1485.jpg 1980w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\" \/><\/p>\n<p class=\"p1\">Transforming &#8220;<i>What\u2019s in My Bag?&#8221;<\/i> from a written essay into a podcast (aural medium) helped me see literacy as a creative process of redesign rather than just a simple translation. The original version relied on visuals and words in paragraphs, descriptions, and structure, while the podcast depended on tone, rhythm, and sound texture to convey meaning. Following the <span class=\"s1\"><b>New London Group\u2019s (1996)<\/b><\/span> multiliteracies framework, I shifted from <i>linguistic design<\/i> to <i>audio design<\/i>, using classroom noises, pen clicks, and ambient sounds as \u201cavailable designs\u201d to construct a new form of meaning.<\/p>\n<p class=\"p1\">In this version, sound itself became a language. The zip of my bag opened the story; the tapping of cards represented digital literacy; and the scratch of a red pen symbolized the persistence of print culture. These choices echo <span class=\"s1\"><b>Kress\u2019s (2003)<\/b><\/span> idea that each mode offers different ways of knowing. While writing describes, sound performs. Through sound, I could express emotions and transitions that written text can only hint at. Listeners could <i>feel<\/i> the movement between the professional and personal sides of my identity: the balance between efficiency and empathy that defines my day-to-day teaching life.<\/p>\n<p class=\"p1\">The redesign also connects with <span class=\"s1\"><b>Dobson and Willinsky\u2019s (2009)<\/b><\/span> view of digital literacy as an evolution of print rather than a total break from it. Producing this podcast involved scripting, recording, layering sound effects, and editing audio levels. Each of these steps became an act of authorship that extended traditional writing into multimodal creation. My identity as a teacher who embraces technology was conveyed not through words on a page but through the sonic experience I curated.<\/p>\n<p class=\"p1\">From <span class=\"s1\"><b>Pe\u00f1a and James\u2019s (2024)<\/b><\/span> perspective on <i>transmediation<\/i>, changing modes always results in both \u201cinterpretive gains\u201d and \u201ctranslation losses.\u201d The main gain here was intimacy: the listener could imagine the scene, filling in the visuals themselves. The loss, however, was precision. Sound can suggest a mood but not define it clearly. Technical challenges, such as finding high-quality recordings and balancing volume, also reminded me that digital composition requires both creative and technical literacies.<\/p>\n<p class=\"p1\">To wrap up, this redesign embodied what the <span class=\"s1\"><b>New London Group (1996)<\/b><\/span> calls <i>Situated Practice<\/i> and <i>Transformed Practice<\/i>: meaning was re-experienced and re-created in a new medium. In an era that <span class=\"s1\"><b>Bolter (2001)<\/b><\/span> describes as fragmented yet dynamic, learning to design across modes fosters adaptability and agency. My podcast didn\u2019t just tell my story. It invited others to listen, imagine, and connect through sounds. This experience reinforced my belief that literacy today is not only about reading or writing words, but about weaving together sounds, images, and gestures to build shared understanding.<\/p>\n<p style=\"text-align: center;\"><strong>References:<\/strong><\/p>\n<p class=\"p1\">Bolter, J. D. (2001). <i>Writing space: Computers, hypertext, and the remediation of print<\/i> (2nd ed.). Lawrence Erlbaum.<\/p>\n<p class=\"p1\">Dobson, T., &amp; Willinsky, J. (2009). Digital literacy. In D. R. Olson &amp; N. Torrance (Eds.), <i>The Cambridge handbook of literacy<\/i> (pp. 286\u2013312). Cambridge University Press.<\/p>\n<p class=\"p1\">The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. <i>Harvard Educational Review, 66<\/i>(1), 60\u201392.<\/p>\n<p class=\"p1\">Pe\u00f1a, E., &amp; James, K. (2024). A framework of transmediation. <i>Convergence, 30<\/i>(5), 1610\u20131624. https:\/\/doi.org\/10.1177\/13548565231220325<\/p>\n<p class=\"p1\">Kress, G. (2003). <i>Literacy in the new media age.<\/i> Routledge.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Task 7: Mode-bending Transforming &#8220;What\u2019s in My Bag?&#8221; from a written essay into a podcast (aural medium) helped me see literacy as a creative process of redesign rather than just a simple translation. The original version relied on visuals and words in paragraphs, descriptions, and structure, while the podcast depended on tone, rhythm, and sound [&hellip;]<\/p>\n","protected":false},"author":106107,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"templates\/template-cover.php","meta":{"footnotes":""},"class_list":["post-47","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/iceetec540\/wp-json\/wp\/v2\/pages\/47","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/iceetec540\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/iceetec540\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/iceetec540\/wp-json\/wp\/v2\/users\/106107"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/iceetec540\/wp-json\/wp\/v2\/comments?post=47"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/iceetec540\/wp-json\/wp\/v2\/pages\/47\/revisions"}],"predecessor-version":[{"id":50,"href":"https:\/\/blogs.ubc.ca\/iceetec540\/wp-json\/wp\/v2\/pages\/47\/revisions\/50"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/iceetec540\/wp-json\/wp\/v2\/media?parent=47"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}