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Overall Theme: This paper explores using multimedia in the classroom, including new media. The paper is told through the point of view of both a student, Dan Kronske, and a teacher, Donovan Clifton. Introduction: The students family receives a letter stating that Dan has been assigned to an alternative class. When he finds this out, he blogs about it on tmblr. The teacher of this alternative class finds this blog, and responds to it. This is a means to introduce the problem of getting students involved in literature, and the possible solution of using new and multimedia. Interview with a Mentor: This is an actual interview between Dr. Tom Friedrich and the character, Donovan Clifton. It is a chance meeting between the two, in which Clifton asks Friedrich about the idea of using new media in a classroom. Audacity assignment: An assignment in which Clifton introduces new media to the classroom slowly, as Dr. Friedrich has suggested. Also, as Berk mentions in Multimedia Teaching with Video Clips, using music in the classroom is an excellent way to get students involved. Clifton believes the assignment has all the right elements for success, as reflected in his research: new and multimedia elements, as Friedrich and Berk suggest; the writing element, as Carol Jago suggests; the subtle introduction to new media methods, and critical reading, as Shannon Cuff and Heather Statz explore. Kronskes Blog: This blog is the students response to the assignment, and how it was a semi-success. Janet Alsup writes about developing a teacher identity through both success and failure, and this blog shows how Clifton has both succeeded and failed. While the assignment did not interest the student, the use of multimedia and public exposure did, so he completed the assignment. This blog is meant to show that Cliftons teacher identity is still developing. Scholarly article: The semi-success of Sonnys Blues was a little disheartening to Clifton, and he really wanted his students to dive into Orson Wells 1984. The ideas he explores here include stretching Lev Vygotskys Zone of Proximal Development and indirect instruction in order to engage students. The article Learning English Literature through Multimedia relates to this piece by showing where students would normally have a problem with 1984, such as finding it difficult to read or get involved in. This also refers to Jago, claiming that its important to get students to read in order to understand. Sparks of a Revolution blog: A very brief snippet of an assignment where two students take on different roles in a mock interview. It shows the critical reading that Cuff and Statz promote, while also emphasizing the collaborate exploration of the limits the media have that Friedrich explores. This is put in blog form to not only allow easier access for the students, but as another means of pulishing the students work, which serves as a confidence boost. This confidence boost is something Berk refers to in his article. Telling students the world will see their work may push students to do better. Kronskes Blog and Cliftons response: These two blogs are meant to give insight on Kronske and Cliftons thought processes. Alsup writes about how reflection on past experiences help build identity,

while improving past failures. Cuff and Statz write about using popular culture to get students interested in responding critically. New media are pop culture. The idea explored here is that the use of new media is successful in grabbing students attention, and is also successful in helping a teacher build his identity. Script/narrative on Clifton defending his use of new media in a classroom: The culmination of all the research done for this paper. Every source is addressed as Clifton defends using new media to teach literature. Annotated Bibliography