Professionalizing Multimodal Composition

Description

Multimodal composition is becoming increasingly popular in university classrooms as faculty, students, and institutions come to recognize that old and new technologies have enabled, and even demanded, the use of more than one composing mode for communicating, solving problems, and keeping up with the latest discourse. Professionalizing Multimodal Composition embraces and enacts multimodal composition in various writing courses and programs by exploring institutional, programmatic, and individual faculty initiatives for capacity building and human resource development across institutions.
 
Academic leaders, scholars, and faculty who have successfully designed and launched academic programs or faculty development initiatives discuss the theoretical and logistical questions considered in their design, the outcomes they achieved, and how others can emulate them. This exchange of knowledge, insight, experiences, and lessons learned among community members is critical for enabling or inspiring other programs, departments, and institutions to conceive, design, and launch academic programs or faculty development initiatives for their own faculty.
 
The larger goal of professionalizing is to work with teaching faculty to increase their interactional expertise with multimodal composition, and this collection offers a set of models for how faculty can do that at their own institutions and in their own programs. Multimodal composition is becoming increasingly popular in university classrooms as faculty, students, and institutions come to recognize that old and new technologies have enabled, and even demanded, the use of more than one composing mode for communicating, solving problems, and keeping up with the latest discourse.  “All institutions need helpful ideas on how to implement professional training and teaching for faculty and graduate students: the variety provided here will give something for everyone. These chapters spark a needed ongoing conversation on how to advance scholarship and teaching in a digitally networked and diverse world.”—Antonio Byrd, University of Missouri–Kansas City   Santosh Khadka is associate professor of English at California State University, Northridge. He has authored and coedited multiple books on the theme of multimodal composition, including Bridging the Multimodal Gap, and published several research articles in journals in the US and abroad.
 
Shyam B. Pandey is assistant professor of English at Sam Houston State University. He has published several articles and is coeditor of Multimodal Composition: Faculty Development Programs and Institutional Change.
 

Additional information