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Multimodality and Transmodality in the Classroom
Equity, Time Management, and the Graduate Teaching Assistant
Affordances and Constraints of Multimodality and Transmodality
Introduction
We are constantly in the flow of multimodality from what to wear, what and when to Tweet, when to use caps versus lower case letters; there are so many choices when we communicate. Yet, there remains a veil of secrecy around what experts in production, design, and multimodality know and do (Rowsell 1).
Teaching a first-year composition class can be difficult. Most students in the first-year composition classroom are there because it is required for their degree, which can lead to issues with engagement. These students may not see the value in the course or what they will be accomplishing in it. Often, they do not really have much interest in writing; however, engaging students in modes that interest and resonate with them will allow them to connect to the course material more easily.
Utilizing multimodal and/or transmodal texts, activities, and assignments can allow for the practices learned in first-year composition to be used universally in students’ college careers (Rowsell 2). While this paper is not arguing for a fully online, first-year composition course developed by and utilizing Generative AI, it is advocating for a strategic and intentional use of different versions of access to help students walk away from first-year composition better than when they entered it. A machine cannot make these improvements, but the instructors tasked with navigating an ever-evolving field must take the initiative.
It has never been easier for individuals to gain insights, knowledge, and differing opinions than it is now. Because we reside within a society that is dependent on technology, it is vital that these ideas and concepts get transferred into classrooms in an effective and meaningful way. This can be accomplished using multimodality and transmodality in the first-year composition classroom. These ideas are not just about convenience. By providing texts, activities, and lessons that are both multimodal and transmodal, first-year composition instructors can move towards a classroom that is more equitable for all students who enter.