Scholarship on multimodality repeatedly emphasizes the need not just for a multimodal focus in individual composition classrooms but also an integration of multimodality into the composition curriculum. Collectively, this scholarship sounds a call for a new kind of composition curriculum and, accordingly, new outcomes. This poses a key question for us as well: how might we develop, implement, and sustain multimodal curricula within composition programs so that curriculum reflects more accurately the current communicative landscape? To answer this overarching question, this project utilizes a mixed methods approach combining survey and case study methodologies. The findings for this dissertation include the following: 1) composition programs at the national level still focus overwhelmingly on print, proving that multimodal curricular transformation has not yet taken place; 2) there is little consensus on what a multimodal composition curriculum looks like or includes; 3) programs that have achieved multimodal curricular transformation do so at the intersection of outcomes statements and assignments; 4) outcomes statements at programs that have achieved multimodal curricular transformation define composition as a rhetorically-based, inquiry-driven process of making texts; and 5) assignments at programs that have achieved multimodal curricular transformation ask students to combine multiple modes, attend to design, exhibit material-rhetorical flexibility, and circulate the texts they create, thereby exhibiting transformed practice. / A Dissertation submitted to the Department of English in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2016. / June 21, 2016. / administration, curricular revision, curricular transformation, multimodality, outcomes, outcomes statements / Includes bibliographical references. / Kristie Fleckenstein, Professor Directing Dissertation; Melissa Gross, University Representative; Michael Neal, Committee Member; Kathleen Blake Yancey, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_366031 |
| Contributors | Bearden, Logan Matthew (authoraut), Fleckenstein, Kristie S. (professor directing dissertation), Gross, Melissa (university representative), Neal, Michael R. (committee member), Yancey, Kathleen Blake, 1950- (committee member), Florida State University (degree granting institution), College of Arts and Sciences (degree granting college), Department of English (degree granting department) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (227 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
Page generated in 0.0167 seconds