ABSTRACT
Increasingly, our writing classrooms expand into public identities, cultures, perspectives, and destinations. Our students engage in numerous acts of composition that move beyond the classroom and into wider audience arenas and more complex digital spaces. Similarly, programs with writing degrees have had to examine their boundaries, purposes, and audiences. We are in the process of transforming curriculum to reflect the complex ways we communicate in this digital world in which text and image work side by side.
In this chapter—through both teacher and student perspectives—we discuss ways to transform curriculum through critical, digital pedagogies and multimodality. We explore, specifically, an extended example of an undergraduate rhetoric class in which students analyze and create multimodal projects that draw upon rhetorical theory and digital pedagogy. We include both theory and descriptions of particular assignments from the class such as dialectical blog posts, everyday visual rhetoric, cultural ideologies, and rhetorical and visual analysis.
