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.
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.
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.
Inhaltsangabe
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
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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