We’re taking our blog carnival to Twitter! Join us!


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Day: Monday, October 27th
Time: 7:30 to 8:30 ET
Moderators: DRC Fellows Heather Lang (as @SweetlandDRC) & Lindsey Harding (as @linzharding)
Hashtag: #DRCchat
Topic: Multimodality/Multilingualism


“Recently, scholars in rhetoric and composition and digital rhetoric have been paying increased attention to the connections between multilingualism and multimodality. For example, at the 2014 Conference of College Composition and Communication, Min-Zhan Lu, Anis Bawarshi, Nancy Bou Ayash, Juan Guerra, Bruce Horner, and Cynthia Selfe situated the future of writing instruction in translingual, multimodal practices and pedagogies. In this panel, Selfe and Horner highlighted the importance of moving beyond a “single language/single modality” approach to writing instruction, to account for “the increasing, and increasingly undeniable, traffic among peoples and languages” reflected in our classrooms.

Scholars have also theorized a code-meshing approach to language difference in writing (CanagarajahGuerraYoung and Martinez). This approach acknowledges the intricate “shuttling” between languages, cultures, and modalities that takes place in contemporary classrooms.”

–excerpt from “Call for Blog Carnival Contributions: Beyond a ‘Single Language/Single Modality’ Approach to Writing,” by Laura Gonzales, posted September 2, 2014

You can read our complete Blog Carnival CFP here, and you’ll find new blog carnival posts every Tuesday and Thursday. While the carnival is happening, we wanted to extend this conversation to get more scholars and teachers involved. Join us tonight to share your thoughts. Over the course of the chat, we’ll plan to discuss the following questions. Note: to save on characters, we’ll abbreviate multimodal to mm and multilingual to ml.


Q1: How does your approach to multimodality inform your approach to language difference/multiplicity?

Q2: What was your multimodal pedagogical “aha” moment? What inspired you to start teaching multimodal/multilingual composition?

Q3: What’s one multimodal and/or multilingual strategy/assignment you use that has been successful?

Q4: What challenges do you face when incorporating multimodal and multilingual composition in your classroom?

Q5: How do you see your students benefiting from multimodal and multilingual composition?

Q6: How has multimodal and multilingual composition changed your own engagement in writing?

Q7: How can we best research multimodal and multilingual composition?

Q8: What scholars or which articles have been most useful for you in your understanding of multimodal and multilingual composition?

Q9: Why do you incorporate multimodal at all?

Q10: How do you incorporate multimodal/multilingual in your own scholarship, research, or other professional writing?


Hope to see you tonight on Twitter!


  • Lindsey Harding

    Lindsey Harding graduated from the University of Georgia in May 2015 with her Ph.D. in English. She is now the Assistant Director of the Writing Intensive Program at UGA. Her research and writing interests include composition and rhetoric, creative writing, and digital humanities. In May 2011, she graduated from Sewanee University’s School of Letters with her M.F.A. in creative writing. She earned her B.A. from Columbia University in 2004. She lives in Athens, Georgia, with her husband and three small children.

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