FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W4366070083> ?p ?o ?g. }

• W4366070083 endingPage "24" @default.
• W4366070083 startingPage "21" @default.
• W4366070083 abstract "Reframing Literacies of Success: The Importance of Access and Transparency in the Communications Classroom Hannah Soyer (bio) Accessibility in the classroom is an all-encompassing approach to education that is necessary and beneficial not just for students with disabilities (visible and invisible), but also for students with different learning styles, students from different class backgrounds, and students whose first language may not be English. The root word of accessibility is access, and when we choose to foreground this in our teaching, all students benefit. As stated by disability and design scholar Bess Williamson, access is “most powerful when interpreted broadly, bringing notice to mobility and communication barriers that may not be as tangible as sidewalk curbs and public announcement systems.”1 It is most powerful when interpreted broadly because it catalyzes an understanding of barriers that various communities face and allows for the beginning of this barrier removal. Pairing this broad understanding of access with a sense of transparency is important for fostering trust and accountability, something I have come to believe is necessary in my own teaching practice. My first semester of teaching Composition and Rhetoric at the University of Kansas forced me to think a lot about these concepts. I am a physically disabled woman who uses a motorized wheelchair, and as I entered the classroom each morning––hyper aware of the fact that I was, at most, five years older than my students––I had no teaching persona in the form of armor to distance myself from my students, or to form a shield of authority around me. I was overly conscious of my physical presence in the classroom as a small, young, wheelchair using woman, an identity I could not hide. I didn’t know how to pretend an authority of my students I felt I did not have (due not to my disability, but rather my age, and also a healthy dose of imposter syndrome), and so, instead, leaned into transparency [End Page 21] and honesty as my teaching practice. In order to do this, I had to develop a certain level of self-awareness as an instructor, which then became an important skill for my students to develop as well. Applying the concept of access to teaching is not simply about responding to individual students’ accommodations, but rather designing a course and approach to teaching proactively, in which disability (i.e., “othered” bodyminds) are considered and integrated from the beginning. This means utilizing many different formats of material, such as video with closed captioning, transcripts, audio, etc. This doesn’t just benefit students who are blind or deaf, but also students with different learning styles. In addition, having video or audio along with a transcript and closed captions allows for more access for speakers of other languages. Because I am unable to hide my disability, and because I believe strongly in increased representation and discussion of disability, I chose to incorporate material that deals with disability into my curriculum, something which I continue to do today. Structuring course content around diversity and working to highlight voices of marginalized communities is especially important when discussing communication and storytelling. For instance, I have used famed blind model Molly Burke’s Instagram account as a way to discuss how image descriptions in captions are another form of communication that are also a point of access for visually impaired individuals. I also always incorporate Chimimanda Agozie’s well-known Ted Talk, “The Danger of a Single Story,” into my writing classes, as a way to get students thinking about the ways in which literacy is “socially constructed and enacted,” as rhetoric scholar J. Blake Scott asserts.2 Incorporating material that centers diverse voices and being proactive about providing material in different formats is a two-pronged approach to access, which looks at both course content and design, and allows for a broad interpretation of access, one which benefits all students. When looking at a course on communication, specifically, access means we must rethink our preconceived notions of what “communication” is, beyond simply vocalized speech or written text. I taught four semesters of Composition and Rhetoric at the University of Kansas, a course which has an emphasis on rhetorical..." @default.
• W4366070083 created "2023-04-18" @default.
• W4366070083 creator A5033686724 @default.
• W4366070083 date "2022-08-01" @default.
• W4366070083 modified "2023-10-17" @default.
• W4366070083 title "Reframing Literacies of Success: The Importance of Access and Transparency in the Communications Classroom" @default.
• W4366070083 doi "https://doi.org/10.1353/ams.2022.0011" @default.
• W4366070083 hasPublicationYear "2022" @default.
• W4366070083 type Work @default.
• W4366070083 citedByCount "0" @default.
• W4366070083 crossrefType "journal-article" @default.
• W4366070083 hasAuthorship W4366070083A5033686724 @default.
• W4366070083 hasConcept C1370556 @default.
• W4366070083 hasConcept C138885662 @default.
• W4366070083 hasConcept C144024400 @default.
• W4366070083 hasConcept C145420912 @default.
• W4366070083 hasConcept C154945302 @default.
• W4366070083 hasConcept C15744967 @default.
• W4366070083 hasConcept C17744445 @default.
• W4366070083 hasConcept C187029079 @default.
• W4366070083 hasConcept C19417346 @default.
• W4366070083 hasConcept C199539241 @default.
• W4366070083 hasConcept C2776007630 @default.
• W4366070083 hasConcept C2777212361 @default.
• W4366070083 hasConcept C2777413886 @default.
• W4366070083 hasConcept C2779913896 @default.
• W4366070083 hasConcept C2780233690 @default.
• W4366070083 hasConcept C41008148 @default.
• W4366070083 hasConcept C41895202 @default.
• W4366070083 hasConcept C547764534 @default.
• W4366070083 hasConcept C77805123 @default.
• W4366070083 hasConceptScore W4366070083C1370556 @default.
• W4366070083 hasConceptScore W4366070083C138885662 @default.
• W4366070083 hasConceptScore W4366070083C144024400 @default.
• W4366070083 hasConceptScore W4366070083C145420912 @default.
• W4366070083 hasConceptScore W4366070083C154945302 @default.
• W4366070083 hasConceptScore W4366070083C15744967 @default.
• W4366070083 hasConceptScore W4366070083C17744445 @default.
• W4366070083 hasConceptScore W4366070083C187029079 @default.
• W4366070083 hasConceptScore W4366070083C19417346 @default.
• W4366070083 hasConceptScore W4366070083C199539241 @default.
• W4366070083 hasConceptScore W4366070083C2776007630 @default.
• W4366070083 hasConceptScore W4366070083C2777212361 @default.
• W4366070083 hasConceptScore W4366070083C2777413886 @default.
• W4366070083 hasConceptScore W4366070083C2779913896 @default.
• W4366070083 hasConceptScore W4366070083C2780233690 @default.
• W4366070083 hasConceptScore W4366070083C41008148 @default.
• W4366070083 hasConceptScore W4366070083C41895202 @default.
• W4366070083 hasConceptScore W4366070083C547764534 @default.
• W4366070083 hasConceptScore W4366070083C77805123 @default.
• W4366070083 hasIssue "2" @default.
• W4366070083 hasLocation W43660700831 @default.
• W4366070083 hasOpenAccess W4366070083 @default.
• W4366070083 hasPrimaryLocation W43660700831 @default.
• W4366070083 hasRelatedWork W1425466386 @default.
• W4366070083 hasRelatedWork W1521061950 @default.
• W4366070083 hasRelatedWork W2073551360 @default.
• W4366070083 hasRelatedWork W2161973770 @default.
• W4366070083 hasRelatedWork W2609465269 @default.
• W4366070083 hasRelatedWork W2748952813 @default.
• W4366070083 hasRelatedWork W2899084033 @default.
• W4366070083 hasRelatedWork W2943493480 @default.
• W4366070083 hasRelatedWork W2963711874 @default.
• W4366070083 hasRelatedWork W3203579880 @default.
• W4366070083 hasVolume "61" @default.
• W4366070083 isParatext "false" @default.
• W4366070083 isRetracted "false" @default.
• W4366070083 workType "article" @default.