Exploring multimodal composing: A techno-pedagogical study

Abstract

This multimodal (also called digitally borne) text explores the variety of ways technology and multimodal compositions can be incorporated into classroom and work experience. Lessons learned are examined in the context of developing a new understanding of multimodal composition through praxis and the framework of teaching others.

Chapter 1 both introduces the importance of exploring multimodal composing methods and explicates both the historical and theoretical overview of multimodal composition pedagogy and practices that act as the foundation for this project. Chapter 2 examines two assignments used in a first year composition course as a way to incorporate multimodal composing into the classroom. The first is a rhetorical analysis of a music video and the second is an evaluative web text. Chapter 3 describes a public service announcement assignment sequence, which culminates in a web portfolio, used in a Technical Writing course. Chapter 4 surveys the impact of visual rhetorical principles on instructional PowerPoint presentations for firefighter training. Chapter 5 concludes with a discussion of the broad themes found in the experiences of designing and executing these composing situations and how these lessons can be applied in further instructional practice.

Ultimately the text advocates that composing multimodally impacts not only academic but technical training environments in such a way that to ignore these methods of instruction puts students at a disadvantage in future composing situations.