Multimodality And The Sociality Of Literacies: Shaping First-Year Writing Students’ Literacies Through Multimodal Approaches

<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>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Master's

Discipline thesis:degree_discipline

English and Theatre

Grantor dc:publisher

Eastern Kentucky University

Year

2022

Author dc:creator

• Collins, Jonathon

• Educational Assessment, Evaluation, and Research
• Rhetoric and Composition

Statement dc:rights

• Copyright 2022 Jonathon Collins

Repository record dc:identifier

https://encompass.eku.edu/etd/699

OAI identifier oai:identifier

oai:encompass.eku.edu:etd-1697