During an early fall barbeque at the beginning of this academic year, a friend of mine, a faculty member at another university in my area, told me about her new fascination with TikTok. I was surprised as all I knew of TikTok were short dance move, magic trick, or “how to” videos. She explained her interest started when she found out that one of her students was a TikTok influencer, which had inspired her to have this student help their class create a project producing videos to promote issues facing the deaf community. I was intrigued. Here was a platform…
Recent Posts
- CCCC 2026 Session Review: EA.5 Navigating Algorithmic Literacy Practices among Digital Feminists and Activists in the Global South
- CCCC 2026 Session Review: CA.3 Developing AI Literacy in Composition Courses
- CCCC 2026 Session Review: D.6 Food Studies in Rhetoric and Writing: Taking Stock of Our Next Steps
- Starting with Voice: How Language Awareness Shapes Multimodal Composing
- From Studio Remixing to Classroom Remixing: How Research Posters Can Teach Semiotic Border-Crossing for Social Justice
- Multimodal, Multilingual Praxis in the First Year Composition Classroom: Reflections on Promoting Social and Linguistic Justice Via Rhetorical Translation
- Against Linguistic Flattening: Translingual Multimodality in the Age of AI
- When the Teacher Stops Talking: A Human-Centered Experiment with Classroom Silence