Multimodal Composition

Shyam B. Pandey is a PhD Candidate in the Department of English at Purdue University, where he is also working as a professional writing instructor. He has published several articles in journals and co-edited two creative writing books sponsored by the US Embassy in Nepal. Shyam recently co-edited a special issue of Journal of Global Literacies, Technologies, and Emerging Pedagogies on "Multimodal Composition in Multilingual Contexts." His research interests include multimodal composition, technical and professional communication, multilingual writing, social and environmental justice, and anti-racist pedagogies.Santosh Khadka is an Associate Professor of English at the California State University, Northridge. He is an author of a monograph and co-editor of three books. His monograph, Multiliteracies, Emerging Media, and College Writing Instruction, was published by Routledge in 2019. His two co-edited volumes—Bridging the Multimodal Gap: From Theory to Practice (2019), and Designing and Implementing Multimodal Curricula and Programs (Routledge, 2018)—centered on multimodality. He also published his third co-edited book, Narratives of Marginalized Identities in Higher Education: Inside and Outside the Academy, with Routledge in 2018. Khadka now teaches graduate and undergraduate courses in writing, rhetoric, digital media, and business communication.

• Introduction: Multimodal Composition: From Faculty Development Programs to Institutional Change Shyam B. Pandey and Santosh KhadkaPart I: Faculty InitiativesChapter 1: How to Multimodal: An Institutional–Infrastructural ExplorationChristina Boyles, Andy Boyles Petersen, and Dànielle Nicole DeVossChapter 2: Lacking Time to Experiment: English Faculty and Graduate Students Identify Pragmatic Barriers to Multimodal Pedagogy in the COVID-19 SpringElizabeth F. Chamberlain and James A. Ottoson Chapter 3: Writing Across Media: Graduate Students as Multimodal Composition Instructors and AdministratorsNicole Turnipseed and Logan MiddletonChapter 4: A Technology-Focused Sharing Space for Faculty: The Digital Pedagogy Collective at BGSUEthan T. Jordan and Heather L.H. JordanChapter 5: Implementing Faculty Development in Multimodal Composition: A Case StudyTawnya AzarChapter 6: Making Professional Development Matter: Instructor and Coordinator Experiences of the WAT Institute for Multimodal CompositionGabriel MorrisonPart II: Curricular Design and PedagogiesChapter 7: Learning to "Speak Data": Data Literacy and Multimodal Composition Pedagogy Angela LaflenChapter 8: "Is This Even Writing?": Assessing Multimodal Projects through Group Portfolio GradingCraig Hulst, Dauvan Mulally, and Amy Ferdinandt StolleyChapter 9: Multimodality and Writing for International Multilingual Students: Connecting Theory and PracticeSu Yin Khor and Cristina Sánchez-MartínChapter 10: Professional Development and Online Course Development as Drivers of Multimodal Curriculum Change: Subverting Managing Living and Working Within CrisisAlexander WulffChapter 11: Possibilities and Pathways: Connecting Multimodality and Educational Equity in the FYC ProgramLisa Tremain, Kimberly Stelter, and Jonathan AbidariPart III: Faculty Development ProgramsChapter 12: Much to Learn: Professionalizing Digital Writing Among Dual Credit Faculty Brad Jacobson, José M. Avila, Rebeca D’Antoni, Kimberlee Henry, and Jennifer WilhiteChapter 13: Not Going it Alone: Multi-Something Frameworks for Collaborative Faculty Development in Multimodal CompositionFawn Canady and Ed NagelhoutChapter 14: Cultivating a Grassroots Approach to Digital Literacies Via Domain of One’s OwnKim Haimes-Korn, Jeff Greene, and Pete RorabaughPart IV: Writing Across the Disciplines Chapter 15: Multimodal Writing to Learn Across DisciplinesDan MartinChapter 16: Investigating the Design of Multimodal Writing Assignments across the DisciplinesMeg Mikovits, Crystal N. Fodrey, and Erica Yozell