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.

chapter |11 pages


Perspectives on Designing and Implementing Multimodal Curricula and Programs
ByJ. C. Lee, Santosh Khadka

part I|74 pages

Multimodality in the Classroom

chapter 1|20 pages

Braving Multimodality in the College Composition Classroom

An Experiment to Get the Process Started
ByDawn Lombardi

chapter 2|20 pages

Transforming Curriculum

Re-seeing Rhetoric Through a Multimodal Lens
ByKim Haimes-Korn, Kendra Hansen

chapter 3|16 pages

The Ps of a POOC

Participatory, Professional Points of Presence in a Personal Open Online Course
ByDaniel Schafer, Paul Muhlhauser

chapter 4|16 pages

United We Stand, Divided We Fall

An Argument for Universal Design for Learning (UDL)
ByMariana Grohowski

part II|78 pages

Professional and Institutional Development for Multimodal Instruction

chapter 5|22 pages

Surveying the Available Modes of Persuasion

ByRory Lee

chapter 7|14 pages

Initiating Multimodal Training

Faculty Development for Creating and Assessing Assignments
ByLindsay Ann Sabatino, Brenta Blevins

chapter 8|16 pages

Interdisciplinary Faculty Training Experiences in Multimodal Composition

BySarah Summers, Janie Szabo, Ella L. Ingram

chapter 9|10 pages

Implementing Digital Storytelling Across the Curriculum at a Small Liberal Arts College

ByErica Yozell, Crystal Fodrey, Meg Mikovits

part III|78 pages

Extending the Conversation

chapter 10|14 pages

Is the Language of Comics Universal?

Using Comics to Teach Multimodal and Material Rhetoric in a Transnational Context
ByAaron Kashtan

chapter 11|18 pages


Multimodal Pedagogy in the Multilingual Composition Classroom
ByBethany Monea, Juliana Pybus

chapter 13|12 pages

Multimodal Composition in a First-Year Writing Course in a Colombian University

ByKaren López-Gil, Violeta Molina-Natera

chapter 14|16 pages

Listen Carefully and You Will Hear

Using Creative Multimodal Assignments to Promote Student Expression
ByMaha Bali, Hoda Mostafa