Living Pedagogy: Redesigning the First Year Writing Classroom

In this thesis the writing pedagogies of process, critical literacy, and multimodality are used as a framework for redesigning the physical layout and aesthetics of the first-year writing classroom. The idea of embracing a fully embodied ‘living’ pedagogy is also explored as a means to develop and sustain professional identity as a college writing instructor. An examination of process pedagogy reveals a natural materiality of writing and the role of physical environment. The pedagogy of critical literacy is used to determine how issues accessibility and representation can be answered by classroom design. Current practices of multimodality in classroom design are reconsidered, including the role of both digital technologies and material, hands-on resources. It is found that the best design of a classroom depends on instructor goals and student needs, but research indicates that stakeholders need to consider how well a design establishes an environment of care and whether seating should be flexible or stationary. In place of traditional rows, two layouts, a ‘studio style’ and ‘roundtable workshop’ are proposed and discussed.

Name thesis:degree_name

Master of Arts (MA)

Discipline thesis:degree_discipline

English and Theatre

Year

2024

Author dc:creator

• Johnson, Ella

• Composition studies;critical literacy pedagogy;First Year Writing;living pedagogy;multimodal pedagogy;process pedagogy
• Higher Education
• Rhetoric and Composition

Repository record dc:identifier

https://encompass.eku.edu/etd/855

OAI identifier oai:identifier

oai:encompass.eku.edu:etd-1853