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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
Conclusion
Multimodality and transmodality are here, and they are likely here to stay. Between recent calls for a push toward more equitable classrooms and the ease with which Gen Z and Gen Alpha can navigate the internet, it is likely that the issues we see today in our classrooms when it comes to creating and finding transmodal texts will be essentially nonexistent in twenty years. However, as instructors look for new equitable practices, they should consider making multimodality and transmodality a staple in their classes. The first-year composition classroom is the best possible place to pilot these ideas as well. As Yancey wrote in 2004, “First-year composition is a place to begin” (315). There is room for students to push the limits of what a teacher will accept because there are no right or wrong answers in the first-year composition classroom—only growth. If this growth only happens because students learned through multimodal or transmodal texts, they still walk away from the class with better comprehension and analytical skills than when they entered it.