The research presented here focuses on approaches to developing multimodal literacies through social semiotics, digital modes of communication, and multiliteracies. Intentionally developing these literacies opens the door for first-year writing students to build upon social discourses in which they already engage and develop new modes of meaning making outside of solely alphabetic literacy. Composition textbooks today, both traditional and Open Educational Resources (OER), become more effective in developing post-process and collaborative pedagogy writing standards when they focus on multimodal literacies and practices as outlined in this research. My research addresses both the historical precedent for multimodality in the Composition classroom as well as scholarship on how and why it is used in Composition classrooms today. I conclude by comparing and contrasting two first-year writing textbooks, one a traditional class text and the other an OER text, in order to assess their capacity for and applicability of multimodal approaches. Specific focus is given to both textbooks in terms of competency in adaptability, sociality, and digital contexts as they relate to student literacies.
","abstract_html":"<p>The research presented here focuses on approaches to developing multimodal literacies through social semiotics, digital modes of communication, and multiliteracies. Intentionally developing these literacies opens the door for first-year writing students to build upon social discourses in which they already engage and develop new modes of meaning making outside of solely alphabetic literacy. Composition textbooks today, both traditional and Open Educational Resources (OER), become more effective in developing post-process and collaborative pedagogy writing standards when they focus on multimodal literacies and practices as outlined in this research. My research addresses both the historical precedent for multimodality in the Composition classroom as well as scholarship on how and why it is used in Composition classrooms today. I conclude by comparing and contrasting two first-year writing textbooks, one a traditional class text and the other an OER text, in order to assess their capacity for and applicability of multimodal approaches. Specific focus is given to both textbooks in terms of competency in adaptability, sociality, and digital contexts as they relate to student literacies. </p>","abstract_has_math":false,"creators":["Collins, Jonathon"],"institution":"Eastern Kentucky University","degree_name":"Master of Arts (MA)","degree_level":"Master's","degree_discipline":"English and Theatre","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-01T08:00:00Z","date_published":"2022-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:00Z","subjects":["Educational Assessment, Evaluation, and Research","Rhetoric and Composition"],"languages":[],"rights":["Copyright 2022 Jonathon Collins"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/699","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Collins, Jonathon"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English and Theatre"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Rhetoric and Composition"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2022 Jonathon Collins"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/699"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The research presented here focuses on approaches to developing multimodal literacies through social semiotics, digital modes of communication, and multiliteracies. Intentionally developing these literacies opens the door for first-year writing students to build upon social discourses in which they already engage and develop new modes of meaning making outside of solely alphabetic literacy. Composition textbooks today, both traditional and Open Educational Resources (OER), become more effective in developing post-process and collaborative pedagogy writing standards when they focus on multimodal literacies and practices as outlined in this research. My research addresses both the historical precedent for multimodality in the Composition classroom as well as scholarship on how and why it is used in Composition classrooms today. I conclude by comparing and contrasting two first-year writing textbooks, one a traditional class text and the other an OER text, in order to assess their capacity for and applicability of multimodal approaches. Specific focus is given to both textbooks in terms of competency in adaptability, sociality, and digital contexts as they relate to student literacies.
"]},{"key":"dc:format","label":"Dc Format","values":["application/PDF"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Multimodality And The Sociality Of Literacies: Shaping First-Year Writing Students’ Literacies Through Multimodal Approaches"]}]}],"canonical_facts":{"dc:creator":["Collins, Jonathon"],"dc:description.abstract":["The research presented here focuses on approaches to developing multimodal literacies through social semiotics, digital modes of communication, and multiliteracies. Intentionally developing these literacies opens the door for first-year writing students to build upon social discourses in which they already engage and develop new modes of meaning making outside of solely alphabetic literacy. Composition textbooks today, both traditional and Open Educational Resources (OER), become more effective in developing post-process and collaborative pedagogy writing standards when they focus on multimodal literacies and practices as outlined in this research. My research addresses both the historical precedent for multimodality in the Composition classroom as well as scholarship on how and why it is used in Composition classrooms today. I conclude by comparing and contrasting two first-year writing textbooks, one a traditional class text and the other an OER text, in order to assess their capacity for and applicability of multimodal approaches. Specific focus is given to both textbooks in terms of competency in adaptability, sociality, and digital contexts as they relate to student literacies.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/699"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2022 Jonathon Collins"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Educational Assessment, Evaluation, and Research","Rhetoric and Composition"],"dc:title":["Multimodality And The Sociality Of Literacies: Shaping First-Year Writing Students’ Literacies Through Multimodal Approaches"],"dc:type":["Master Thesis"],"thesis:degree_discipline":["English and Theatre"],"thesis:degree_level":["Master's"],"thesis:degree_name":["Master of Arts (MA)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:16:00Z"}