1. Dr. Leslie S. Cook Appalachian State University cookls@appstate.edu Making local and global connections through multimodal composition

3. Demonstrate an in-depth knowledge of and an ability to use multimodality as a way to enhance or transform the meaning of composing, reading, and analyzing print and non-print communication.

4. Demonstrate an in-depth knowledge of and an ability to acquire, organize, evaluate, and creatively use multimodal information. North Carolina’s Imperative

5. New 10th grade English Standards Research North Carolina’s Imperative

6. A central aim of multimodal pedagogy is to promote learners’ self-directedness through individual goal setting and self-assessment. To the point of literacy, multimodal composing assignments challenge students to acquire (beyond traditional literacy) what Kathleen Blake Yancey (2007) calls "textured literacy"--"the ability to comfortably use and combine print, spoken, visual, and digital processes in composing a new piece of writing". Theory Behind the Pedagogy₁

7. Theory Behind the Pedagogy₂

8. Tenets of Multimodal Pedagogy Informed by social semiotic theory (communication takes place through a system of signs) Materiality of production is the instructional focus Production-understanding the technical side of the medium with which one works Ways in which products are framed and composed become and issue for examination Theory Behind the Pedagogy

9. Tenets of Multimodal Pedagogy Design is the key component. Design reveals how people make sense of space, engage imagination, enact vision, imprint narratives. Design implies the reader understands the conventions of the genre in which she is working Theory Behind the Pedagogy

10. “Thus multimodality, especially when all four dimensions are considered together, may necessitate a shift in thinking about literacy as more than just a move from the a verbal or written expression to a visual expression, but also a consideration of how identities get positioned in such representations.” (Albers & Harste, 2007, p. 15) Theory Behind the Pedagogy

11. “[A ] multimodal task-based framework—precisely because it demands that students both think and act more flexibly as they assume responsibility for determining what needs to be done along with how it might possibly be achieved—positions them in the thick of things, and in so doing, foregrounds these complex issues in ways that more prescriptive prompts may not.” Jody Shipka, A multimodal task-work frame for composing, CCC, 2005 Theory Behind the Pedagogy

12. Instructional Strategies Multimodal Literacy Narrative Ebook Nicolette’s Poems for Two Voices from Nature Photo Essay Local Restaurants in Boone Visualizing Oral History Grandama Gay Third Space Project Churches Visualizing Revision I Like the Bike

13. Assessing Multimodal Composition

14. More Possible Multimodal Compositions Multimodal Autobiography Digital Storytelling Documentaries as Creative Non-fiction Hypertext Essays Public Service Announcements and Videos Audio documentaries NPR style essays

15. How do you already use or envision using multimodal pedagogies in your own classroom? What reservations do you have about implementing these approaches? In what other ways, besides media and technology, do you see students engaging in multimodal composition in order to make meaning? Reflective Analysis