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Multimodal Composition
Faculty Development Programs and Institutional Change



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ISBN 9780367756208
September 28, 2021 Forthcoming by Routledge
304 Pages 21 B/W Illustrations

 
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Book Description

This collection explores the role of individual faculty initiatives and institutional faculty development programs in supporting programmatic adoption of multimodal composition across diverse institutional contexts. // The volume speaks to the growing interest in multimodal composition in university classrooms as the digital media and technology landscape has evolved to showcase the power and value of employing multiple modes in educational contexts. Drawing on case studies from a range of institutions, the book is divided into five sections, each addressing the needs of different stakeholders, including scholars, instructors, department chairs, curriculum designers, administrators and program directors: faculty initiatives; curricular design and pedagogies; faculty development programs; and writing across disciplines. Taken together, the sixteen chapters make the case for an integrated approach bringing together insights from unique faculty initiatives with institutional faculty development programs in order to effectively execute, support, and expand programmatic adoption of multimodal composition. // This book will be of interest to scholars in multimodal composition, rhetoric, communication studies, education technology, media studies, and instructional design, as well as administrators supporting program design and faculty development.

Table of Contents

Introduction: Multimodal Composition: From Faculty Development Programs and Institutional Change

Shyam B. Pandey and Santosh Khadka

 

Part I: Faculty Initiatives

Chapter 1: How to Multimodal: An Institutional–Infrastructural Exploration

Kristin Arola, Christina Boyles, Dànielle Nicole DeVoss, Wilfredo Flores, and Teresa Williams

Chapter 2: Lacking Time to Experiment: English Faculty and Graduate Students Identify Pragmatic Barriers to Multimodal Pedagogy in the COVID-19 Spring

Elizabeth F. Chamberlain and James A. Ottoson

Chapter 3: Writing Across Media: Graduate Students as Multimodal Composition Instructors and Administrators

Nicole Turnipseed and Logan Middleton

Chapter 4: A Technology-Focused Sharing Space for Faculty: The Digital Pedagogy Collective at BGSU

Ethan T. Jordan and Heather L. Jordan

Chapter 5: Implementing Faculty Development in Multimodal Composition: A Case Study

Tawnya Azar

Chapter 6: Making Professional Development Matter: Instructor and Coordinator Experiences of the WAT Institute for Multimodal Composition

Gabriel Morrison

 

Part II: Curricular Design and Pedagogies

Chapter 7: Arguing with the Numbers: Data Literacy and Multimodal Composition Pedagogy

Angela Laflen

Chapter 8: "Is This Even Writing?": Assessing Multimodal Projects through Group Portfolio Grading

Craig Hulst, Dauvan Mulally, and Amy Ferdinandt Stolley

 

Chapter 9: Multimodality and Writing for International Multilingual Students: Connecting Theory and Practice

Su Yin Khor and Cristina Sánchez-Martín

Chapter 10: Professional Development and Online Course Development as Drivers of Multimodal Curriculum Change: Subverting Managing Living and Working Within Crisis

Alexander Wulff

 

Chapter 11: Possibilities and Pathways:  Connecting Multimodality and Educational Equity in the FYC Program

Lisa Tremain, Kimberly Stelter, and Jonathan Abidari

 

Part III: Faculty Development Programs

Chapter 12: Much to Learn: Professionalizing Digital Writing Among Dual Credit Faculty

Brad Jacobson, José M. Avila, Rebeca D’Antoni, Kimberlee Henry, Martha Montoya, and Jennifer Wilhite

Chapter 13: Not Going it Alone: Multi-Something Frameworks for Collaborative Faculty Development in Multimodal Composition

Fawn Canady and Ed Nagelhout

 

 

Chapter 14: Cultivating a Grassroots Approach to Digital Literacies Via Domain of One’s Own

Kim Haimes-Korn, Jeff Greene, and Pete Rorabaugh

 

Part IV: Writing Across the Disciplines

 

Chapter 15: Multimodal Writing-to-Learn Across Disciplines

Dan Martin

 

Chapter 16: Investigating the Design of Multimodal Writing Assignments across the Disciplines

Meg Mikovits, Crystal N. Fodrey, and Erica Yozell

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Editor(s)

Biography

Shyam B. Pandey is a PhD Candidate in the Department of English at Purdue University, where he is also working as a professional writing instructor. He has published several articles in journals and co-edited two creative writing books sponsored by the U.S. Embassy in Nepal. Shyam recently co-edited a special issue of a journal, Journal of Global Literacies, Technologies, and Emerging Pedagogies on "Multimodal Composition in Multilingual Contexts." His research interests include multimodal composition, technical and professional communication, multilingual writing, social and environmental justice, and anti-racist pedagogies.

Santosh Khadka is an Associate Professor of English at the California State University, Northridge.  He is an author of a monograph and co-editor of 3 books. His monograph, Multiliteracies, Emerging Media, and College Writing Instruction, was published by Routledge in 2019. His two co-edited volumes--Bridging the Multimodal Gap: From Theory to Practice (Utah State UP, 2019), and Designing and Implementing Multimodal Curricula and Programs (Routledge, 2018) centered on multimodality. He also published his third co-edited book, Narratives of Marginalized Identities in Higher Education: Inside and Outside the Academy, with Routledge in 2018. Khadka now teaches graduate and undergraduate courses in writing, rhetoric, digital media, and business communication.