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This book features theorized narratives from academics who inhabit
marginalized identity positions, including, among others, academics
with non-normative genders, sexualities, and relationships;
nontenured faculty; racial and ethnic minorities; scholars with
HIV, depression and anxiety, and other disabilities; immigrants and
international students; and poor and working-class faculty and
students. The chapters in this volume explore the ways in which
marginalized identities fundamentally shape and impact the academic
experience; thus, the contributors in this collection demonstrate
how academic outsiderism works both within the confines of their
college or university systems, and a broader matrix of community,
state, and international relations. With an emphasis on the
inherent intersectionality of identity positions, this book
addresses the broad matrix of ways academics navigate their
particular locations as marginalized subjects.
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 four parts, 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 16 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.
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.
This book proposes a broad-based multiliteracies theory and praxis
for college writing curriculum. Khadka expands on the work of the
New London Group's theory of multiliteracies by integrating work
from related disciplinary fields such as media studies,
intercultural communication, World Englishes, writing studies, and
literacy studies to show how they might be brought together to aid
in designing curriculum for teaching multiple literacies, including
visual, digital, intercultural, and multimodal, in writing and
literacy classes. Building on insights developed from qualitative
analysis of data from the author's own course, the book examines
the ways in which diverse groups of students draw on existing
literacy practices while also learning to cultivate the multiple
literacies, including academic, rhetorical, visual, intercultural,
and multimodal, needed in mediating the communication challenges of
a globalized world. This approach allows for both an exploration of
students' negotiation of their cultural, linguistic, and modal
differences and an examination of teaching practices in these
classrooms, collectively demonstrating the challenges and
opportunities afforded by a broad-based multiliteracies theory and
praxis. This book will be of particular interest to scholars and
researchers in writing studies, rhetoric and communication studies,
multimodality, media studies, literacy studies, and language
education.
This book features theorized narratives from academics who inhabit
marginalized identity positions, including, among others, academics
with non-normative genders, sexualities, and relationships;
nontenured faculty; racial and ethnic minorities; scholars with
HIV, depression and anxiety, and other disabilities; immigrants and
international students; and poor and working-class faculty and
students. The chapters in this volume explore the ways in which
marginalized identities fundamentally shape and impact the academic
experience; thus, the contributors in this collection demonstrate
how academic outsiderism works both within the confines of their
college or university systems, and a broader matrix of community,
state, and international relations. With an emphasis on the
inherent intersectionality of identity positions, this book
addresses the broad matrix of ways academics navigate their
particular locations as marginalized subjects.
This book proposes a broad-based multiliteracies theory and praxis
for college writing curriculum. Khadka expands on the work of the
New London Group's theory of multiliteracies by integrating work
from related disciplinary fields such as media studies,
intercultural communication, World Englishes, writing studies, and
literacy studies to show how they might be brought together to aid
in designing curriculum for teaching multiple literacies, including
visual, digital, intercultural, and multimodal, in writing and
literacy classes. Building on insights developed from qualitative
analysis of data from the author's own course, the book examines
the ways in which diverse groups of students draw on existing
literacy practices while also learning to cultivate the multiple
literacies, including academic, rhetorical, visual, intercultural,
and multimodal, needed in mediating the communication challenges of
a globalized world. This approach allows for both an exploration of
students' negotiation of their cultural, linguistic, and modal
differences and an examination of teaching practices in these
classrooms, collectively demonstrating the challenges and
opportunities afforded by a broad-based multiliteracies theory and
praxis. This book will be of particular interest to scholars and
researchers in writing studies, rhetoric and communication studies,
multimodality, media studies, literacy studies, and language
education.
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.
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