- Author
- Khadka, Santosh; Lee J. C., eds.
- Publisher
- Utah State University Press
- ISBN
- 9781607327967
- Table of Contents
-
Introduction: Extending the Conversation: Theories, Pedagogies, and Practices of Multimodality (Santosh Khadka,
J. C. Lee
SECTION I
Ch 1. On Multimodality: A Manifesto (Rick Wyosocki, Jon Udelson, Caitlin E. Ray, Jessica S. B. Newman, Laura Sceniak Matravers, Ashanka Kumari, Layne M. P. Gordon, Khirsten L. Scott, Michelle Day, Michael Baumann, Sara P. Alvarez, Dànielle Nicole DeVoss
Ch 2. Reimagining Multimodality through UDL: Inclusivity and Accessibility (Elizabeth Kleinfeld )
Ch 3. Dissipating Hesitation: Why Online Instructors Fear Multimodal Assignments and How to Overcome the Fear (Jessie C. Borgman)
SECTION II
Ch 4. R eversing the Process: Video Composition and the Ends of Writing (Mark Pedretti, Adam Perzynski)
Ch 5. Thinking beyond Multimodal Projects: Incorporating Multimodal Literacy into Composing and Reflection Processes (Tiffany Bourelle, Angela Clark-Oates, Andrew Bourelle Matthew Irwin, Breanne Potter)
Ch 6. Archiving Digital Journaling in First-Year Writing (Steven Alvarez)
SECTION III
Ch 7. Blogging Multimodally: A Multiyear Study of Graduate-Student Composing Practices (Kathleen Blake Yancey
Ch 8. When Multimodality Gets Messy: Perception, Materiality, and Learning in Written-Aural Remediation (Jennifer J. Buckner
Ch 9. Entering the Multiverse: Using Comics to Experiment with Multimodality, Multigenres, and Multiliteracies (Rebecca Thorndike-Breeze, Aaron Block, Kara Mae Brown
Ch 10. Digital Storytelling in the L2 Graduate Writing Classroom: Expanding the Possibilities of Personal Expression and Textual Borrowing (Joel Bloch
Ch 11. Multimodality, Transfer, and Rhetorical Awareness Analyzing the Choices of Undergraduate Writers (Stephen Ferruci, Susan DeRosa)
SECTION IV
Ch 12. Distributed Assessment from the Runway to the Classroom: A Model for Multimodal Writing Assessment (Areti Sakellaris)
Ch 13. Multimodal Pedagogy and Multimodal Assessment Toward a Reconceptualization of Traditional Frameworks (Shane A. Wood )
(In Lieu of an) Afterword: Rewriting the Difference of Multimodality: Composing Modality and Language as Practice (Bruce Horner )
About the Authors
Index
Bridging the Multimodal Gap addresses multimodality scholarship and its use in the composition classroom. Despite scholars’ interest in their students’ multiple literacies, multimodal composition is far from the norm in most writing classes. Essays explore how multimodality can be implemented in courses and narrow the gap between those who regularly engage in this instruction and those who are still considering its scholarly and pedagogical value.
After an introductory section reviewing the theory literature, chapters present research on implementing multimodal composition in diverse contexts. Contributors address starter subjects like using comics, blogs, or multimodal journals; more ambitious topics such as multimodal assignments in online instruction or digital story telling; and complex issues like assessment, transfer, and rhetorical awareness.
Bridging the Multimodal Gap translates theory into practice and will encourage teachers, including WPAs, TAs, and contingent faculty, to experiment with multiple modes of communication in their projects. (From the Publisher)
After an introductory section reviewing the theory literature, chapters present research on implementing multimodal composition in diverse contexts. Contributors address starter subjects like using comics, blogs, or multimodal journals; more ambitious topics such as multimodal assignments in online instruction or digital story telling; and complex issues like assessment, transfer, and rhetorical awareness.
Bridging the Multimodal Gap translates theory into practice and will encourage teachers, including WPAs, TAs, and contingent faculty, to experiment with multiple modes of communication in their projects. (From the Publisher)