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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
Providing Feedback
This may also allow students to interact with their assignments in a Kairotic way. Paul Muhlhauser, Daniel Schafer, and Cate Blouke state that while users (or students in this case) are in a digital space, their attention is pulled in multiple different directions. There are many affordances of using the internet and digital spaces, mainly because it is so “accommodating [to] audiences’ varied literacies, languages, reading practices, preferences, locations in space and time, desires, and motivations” (n.p.). It is just a matter of managing how students spend their time. If the creation of the multimodal assignment takes up too much time and is to the detriment of the purpose of the assignment, the instructor must step in and help the student manage their time and priorities.
This kind of assignment is also beneficial to instructors. In terms of evaluating and giving feedback, it “allows instructors to tap digital writing skills that students are already adept at using, ultimately increasing student engagement” (Ruefman 8). It does not allow students to get away with an “easy A,” but instead allows them to play into strengths they already have. If students are invested and interested in what they are creating for first-year composition, they will likely engage more with the concepts and the material they are producing for a grade.