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Designing and Implementing Multimodal Curricula and Programs





ISBN 9781138065727
Published January 31, 2018 by Routledge
298 Pages 50 B/W Illustrations

 
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Book Description

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.

Table of Contents

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 PPPP’s 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 Narváez)   Chapter 14: Listen Carefully and You Will Hear: Using Creative Multimodal Assessments to Promote Student Expression  Maha Bali and Hoda Mostafa



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Editor(s)

Biography

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 Center’s Association (NEWCA), the Modern Language Association (MLA), and the Rhetoric Society of America’s (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.