ABSTRACT
The concept of multimodality within the field of English composition pedagogy is a response to the advent of Web 2.0 and the corresponding need to expand the definition of literacy (Daley, p. 35). Many have argued that the field of composition, if limiting itself only to text-based composition pedagogy, risks making itself irrelevant (Selfe, p. 10). However, effective multimedia literacy is more than the technical ability to create audio or video compositions. Successful integration of multimedia literacy into the English composition classroom requires 1) technical support from other departments (such as IT, or media studies), or some form of interdisciplinary and cross departmental cooperation, and 2) space in the curriculum for students to critically analyze, evaluate, and deconstruct diverse multimodal texts before they have the intellectual and technical ability to synthesize all they have learned through the production of engaging multimodal texts of their own.
