Download PDFRecommendations
Based on my experience as a GTA at a large R1 institution and conversations with my cohort, I provide the following recommendations for improving the teaching of multimodal composition.
- Offer GTAs the opportunities to submit work in multimodal formats. As Tan and Matsuda (2020) conclude, instructors need the chance to gain experience with multimodality by getting their hands on it. This will let GTAs gain more experience in applying rhetorical thinking skills to new software or platforms, in turn simultaneously building their skillset to be used concurrently in the classroom. I have been told by other students, and a few faculty members (unofficially), that it is possible to do a dissertation that is multimodal or something other than what is traditionally produced. But these are just rumors, and not written down anywhere that I can find. Record-keeping and providing transparent information is another challenge at my institution, creating yet another barrier for GTAs. Being open to multimodal projects within the graduate curriculum removes barriers for multimodality to simply be seen within the academy, let alone rewarded. Programs should demonstrate that multimodal approaches are possible for all. This includes literature and creative writing tracks because they are still teaching FYC, and if the goal is to continue being an educator at other institutions, the skills of multimodal writing will be critical in facilitating learning for all student populations.
- Integrate resources across both the department and campus. There needs to be more widespread application of implementing multimodality instead of just giving it a spot in the curriculum. So many of the resources provided at my institution, housed in Canvas or on a Google Drive, are to provide examples of specific genres, not actively partnering with instructors on how to teach it. Only then will GTAs feel more confident to step forward and demonstrate ways they teach multimodality. There is potential to close the gaps between institutional resources as well, as shown by my experience between The Studio and English department. The resources are here, but how can we effectively access them?
- Allow GTAs flexibility to participate in PD. I urge faculty to be considerate of misguided attendance policies for graduate students. GTAs should be welcome to attend workshops or professional development events on campus and should not miss out on these opportunities simply from the fear of receiving a lower final grade if their class conflicts. GTAs teaching FYC are professional educators, and departments lose sight of this. We should not have to choose between being a good graduate student and being active, developing teachers – we should be allowed to be both.
- Consider how departmental culture stunts pedagogy. The select few in administrative roles such as Assistant Director of Composition or those in dissertation phases should not be the only contributors to curricular development and training. By opening up channels of resource sharing, we can hear from those who have experience outside of what Shipka (2011) calls “an overly narrow definition of technology” (p. 20).