ABSTRACT
This chapter discusses the implications of this study for various aspects of college writing instruction, including curriculum re-design, faculty development, material conditions and labor issues, and the assessment of projects—multimodal, digital, multilingual and/or multimedia—produced under a broad-based multiliteracies framework, and also identifies some potential areas for further research and exploration. This chapter also engages three scholars doing some innovative curricular and pedagogical works at their respective institutions—Cynthia Selfe, and Scott DeWitt at Ohio State University, and Paul Kei Matsuda at Arizona State—who I had the privilege to speak with personally around issues surrounding the multiliteracies approaches to teaching composition.
