- English 591, Fall 2015
- Mondays, 3:10 - 6:00, Avery 110
- Professor Kristin Arola
- Office Hours: Tuesdays 1:30-3:00, Wednesdays 2-5, Thursdays 1:30-3 or by appointment
- Find me: email@example.com, Avery 202G,
@kristinarola, the web
This class questions the idea that as writing technologies change, so
too must our writing pedagogies. As a way of exploring this notion, we
will look specifically at the multimodal turn in composition and
literacy studies, a turn largely brought forth by increased access to
digital tools. By exploring the theoretical foundations of multimodal
approaches, we will question how and why (and sometimes why not) to
integrate multimodality into writing-intensive classrooms and examine to
what degree a multimodal pedagogy is consonant with a digital pedagogy.
- Cultivate Knowledge. Develop an understanding of the history and theories of
- Critically Create. Gain experience composing multimodal texts creatively
and critically use of visual, gestural, spatial, aural, and linguistic modes.
- Collaborate. Work with others to share ideas, readings, pedagogies,
and composing practices.
- Alexander, Jonathan and Jacqueline Rhodes. On Multimodality: New Media and Composition Studies. CCCC/NCTE, 2014.
- Kress, Gunther. Multimodality: A Social Semiotic Approach to Contemporary Communication. Routledge, 2010.
- Kress, Gunther and Theo Van Leeuwen. Multimodal Discourse: The Modes and Media of Contemporary Communication. Oxford UP, 2001.
- Lutkewitte, Claire (Ed.). Multimodal Composition: A Critical Sourcebook. Bedford St. Martin’s, 2014.
- Palmeri, Jason. Remixing Composition: A History of Multimodal Writing Pedagogy. Southern Illinois UP, 2012.
- Selber, Stuart A. Multiliteracies for a Digital Age. Southern Illinois UP, 2004.
- Shipka, Jody. Toward a Composition Made Whole. UPitt Press, 2011.