This volume presents a comprehensive overview of multimodal approaches to curriculum and programmatic implementation across a diverse range of teaching environments and across geographic and cultural boundaries. Featuring contributions from scholars within and across both disciplines, the book examines the ways in which new technologies link to expanding definitions of literacy and, building on this, how multimodal approaches might most effectively address the unique opportunities and challenges instructors face in contemporary classrooms and professional development programs. Chapters draw on case studies from both existing scholarship and findings from the authors own experiences in practice, including examples from writing, rhetoric, and composition courses, open online learning courses, and interdisciplinary faculty training programs. The final section of the book showcases how the conversation might be further extended to address increasingly multilingual classrooms by exploring how multimodality has been implemented in transnational settings. Engaging with key questions at the intersection of programmatic and curricular development and multimodal studies, this book is a fundamental resource for graduate students and scholars in multimodality, rhetoric studies, language education, applied linguistics, and communication studies.
Introduction: Perspectives on Designing and Implementing Multimodal
Curricula and Programs J. C. Lee and Santosh Khadka Part I: Multimodality in
the Classroom
Chapter 1: Braving Multimodality in the Composition Classroom:
An Experiment to Get the Process Started Dawn Lombardi
Chapter 2:
Transforming Curriculum: Re-seeing Rhetoric through a Multimodal Lens Kim
Haimes-Korn and Kendra Hansen
Chapter 3: The PPPPs of a POOC: Personal,
Participatory, Professional, Points of Presence, in an Open Online Course
Daniel Schafer and Paul Muhlhauser
Chapter 4: United We Stand, Divided We
Fall: An Argument for Universal Design for Learning (UDL) Mariana Grohowski
Part II: Professional and Institutional Development for Multimodal
Instruction
Chapter 5: Surveying the Available Modes of Persuasion Rory Lee
Chapter 6: The Place of Multimodal Curriculum for Instructors, Departments,
and Institutions Alex Gulecoglu
Chapter 7: Initiating Multimodal Training:
Faculty Development for Creating and Assessing Assignments Lindsay Ann
Sabatino and Brenta Blevins
Chapter 8: Interdisciplinary Faculty Training
Experiences in Multimodal Composition Sarah Summers, Janie Szabo, and Ella L.
Ingram
Chapter 9: Implementing Digital Storytelling Across the Curriculum at
a Small Liberal Arts College Erica Yozell, Crystal Fodrey, and Meg Mikovits
Part III: Extending the Conversation: Implementing Multimodality in
Multilingual and International Classrooms
Chapter 10: Is the Language of
Comics Universal?: Using Comics to Teach Material Rhetoric in a Transnational
Context Aaron Kashtan
Chapter 11: Mode-Switching: Multimodal Pedagogy in the
Multilingual Composition Classroom Bethany Anne Monea and Juliana Pybus
Chapter 12: The Potential and Pitfalls of Multimodality in English
Composition Pedagogy Anni Grigoryan
Chapter 13: Multimodal Composition in a
First-Year Writing Course in a Colombian University Karen López-Gil and
Violeta Molina-Natera (Translated by Nelson Jasac Castillo Narvįez)
Chapter
14: Listen Carefully and You Will Hear: Using Creative Multimodal Assessments
to Promote Student Expression Maha Bali and Hoda Mostafa
J. C. Lee is Assistant Professor of English and Stretch Composition Coordinator at California State University, Northridge. Lee has presented at numerous conferences, including the Conference on College Composition and Communication (CCCC), the Northeast Writing Centers Association (NEWCA), the Modern Language Association (MLA), and the Rhetoric Society of Americas (RSA) Summer Institute. Her work has appeared in such publications as the Journal of Popular Culture, Academic Exchange Quarterly, and Comparative Literature and Culture. Her research interests include multimodality and public writing, as well as rhetorics of contingency, professional development, and labor in academic environments.
Santosh Khadka is an Assistant Professor of English at California State University Northridge. He teaches graduate and undergraduate courses in writing, rhetoric, digital media, and professional communication. He is co-editing three books at this point, and has published several articles in the academic journals in the United States and abroad.
