PROFESSIONALIZING MULTIMODAL COMPOSITION

Multimodal composition is becoming increasingly popular in university classrooms as faculty, students, and institutions come to recognize that old and new technologies have enabled, and even demanded, the use of more than one composing mode for communicating, solving problems, and keeping up with the latest discourse. Professionalizing Multimodal Composition embraces and enacts multimodal composition in various writing courses and programs by exploring institutional, programmatic, and individual faculty initiatives for capacity building and human resource development across institutions. Academic leaders, scholars, and faculty who have successfully designed and launched academic programs or faculty development initiatives discuss the theoretical and logistical questions considered in their design, the outcomes they achieved, and how others can emulate them. This exchange of knowledge, insight, experiences, and lessons learned among community members is critical for enabling or inspiring other programs, departments, and institutions to conceive, design, and launch academic programs or faculty development initiatives for their own faculty. The larger goal of professionalizing is to work with teaching faculty to increase their interactional expertise with multimodal composition, and this collection offers a set of models for how faculty can do that at their own institutions and in their own programs. Contents Professionalizing Multimodal Composition: An Introduction | Santosh Khadka and Shyam B. Pandey Part I: Faculty Preparedness 1. Graduate Student and Faculty Development in Multimodal Composing | Wilfredo Flores, Teresa Williams, Christina Boyles, Kristin Arola, and Dànielle Nicole DeVoss 2. (E)merging Expertise: Multivocal, Multimodal Preparation and Development of Graduate Teaching Assistants in Writing Programs | Kelly Moreland, Sarah Henderson Lee, and Kirsti Cole 3. Practicing (Antiracist and Anti-ableist) Multimodality: TA Training and Student Responses to Implementing a Multimodal Curriculum in First-Year Writing | Megan McIntyre and Jennifer Lanatti Shen 4. Professional Development for Multimodal Composition: Preparing Graduate Teaching Assistants for the Twenty-First Century | Tiffany Bourelle 5. Incorporating Multimodal Literacies across an FYW Program: Graduate Instructors’ Preparation and Experiences | Lauren Brawley, Morgan Connor, Meghalee Das, Aliethia Dean, Claudia Diaz, Michael J. Faris, Michelle Flahive, Maeve Kirk, Max Kirschenbaum, Joshua Kulseth, Alfonsina Lago, Kristina Lewis, Lance Lomax, Brook McClurg, Zachary Ostraff, Anthony Ranieri, Sierra Sinor, Rebekah Smith, and Yifan Zhang Part II: Institutional Initiatives And Support 6. DMAC at Fifteen: Professionalizing Digital Media and Composition | Scott Lloyd DeWitt and John Jones 7. Looking beyond the Writing Program: Institutional Allies to Support Professional Development in the Teaching of Digital Writing | Alison Witte, Stacy Kastner, and Kerri Hauman 8. A Fresh Catalyst: Invigorating the University with Integrated Modalities | Daniel Schafer and Josh Ambrose 9. Embedding Multimodal Writing across a University at the Institutional, Administrative, and Curricular Level: The Undergraduate Professional Writing and Rhetoric Major as Agent of Change | Li Li, Michael Strickland, and Paula Rosinski Part III: Academic Leadership 10. The Art of Responsiveness: The Ongoing Development of a Master of Arts in Composition, Rhetoric, and Digital Media (CRDM) | Claire Lutkewitte 11. “Go Make Things Happen”: Professionalizing Graduate Students through Multimodal Composing | Shauna Chung, Stephen Quigley, and Tia Dumas 12. Centering Translingualism in Multimodal Practice: A Reflective Case Study of a Linguistically Diverse Graduate Program | Megan E. Heise and Matthew A. Vetter 13. Multimodality as a Key Consideration in Developing a New Communications Degree at UMass, Dartmouth | Anthony F. Arrigo Epilogue: Multimodal Professionalization during and after the COVID-19 Pandemic | Santosh Khadka and Shyam B. Pandey Index About the Authors "Professionalizing Multimodal Composition explores institutional, programmatic, and individual faculty initiatives for capacity building and human resource development, to embrace and enact multimodal composition in various writing courses and programs across institutions."-- Provided by publisher