During a writing pedagogy workshop I hosted several years ago, I was talking with disciplinary faculty members about how and why they incorporate multimodal composition into their courses. One faculty member said, “I used to ask students to make podcasts, but I don’t anymore because I spent too much time teaching them how to make a podcast.” At the time, I tied this comment to the material realities we all face as writing instructors: the time investment it takes to rethink an assignment or sequence of assignments, or maybe the technology being unfamiliar or unavailable. I thought about the fears…
Author: Rebecca Taylor
Rebecca Taylor
Rebecca Taylor is a postdoctoral fellow at Colby College whose work focuses on critical multimodal composition, first-year writing, and faculty development.