Edited by Robert T. Koch, Jr., Tammy Winner, and Nicholas Mauriello
Introduction
It has been ten years since Gunther Kress (2003) argued that “a linguistic theory cannot provide a full account of what literacy does or is; language alone cannot give us access to the meaning of multimodally constituted message; language and literacy now have to be seen as partial bearers of meaning only “(p. 35). How has Composition Studies addressed this need for a theory or theories of multimodality, and what media, processes, and pedagogical elements have emerged that seek to answer Kress’s call?
A cursory look at the recent job advertisements within the field of English shows clear distinctions between digital literacy, digital humanities, technical writing, and professional or workplace writing. What are these distinctions? Are they arbitrary classifications, or are they all calls for varying forms of multi-modal writing? If they are calls for multi-modal writing, what does this mean for the development and place of multi-modal writing in Composition Studies? Is it a genre in and of itself, something to be held separate alongside technical, creative, and academic genres? Or is it perhaps a style of writing that cuts across, and is insinuating itself into, traditional departmental classifications, despite the job announcements?
This book examines multi-modal writing from three angles: theory, labor, and medium. First, it seeks out the multimodal theories, or the counterarguments to multimodal theories, that Kress asks his audience to consider. Second, it explores the labor of multimodal writing, its demands on the individual engaging in a writing process in any or several of the traditional departmental classifications. Finally, it examines the medium in which multimodal writing occurs, to reveal what impact technological advances might have on both theory and labor.
Recommended topics
Proposals may explore any or several of the following questions, or explore similarly related questions:
- What theoretically informed practices and pedagogies do we use in multimodal writing, and from where are they drawn?
- How does multi-modal writing reveal the arbitrary nature of departmental or genre classifications through theory, medium, and/or pedagogy?
- Does multi-modal writing redefine or call into question our current definitions of literacy?
- How is multi-modal writing perceived within the academy? How is it valued? How is it evaluated?
- What is the future of multi-modal writing and what is its place in composition studies?
- Who gets to teach it?
- What multi-modal writing resources are available for teachers of composition?
- How do multi-modal writing tools encourage self-discovery?
- What knowledge, skills and abilities are necessary for both teachers and writers using multi-modal methods?
- How is meaning created and distributed using multi-modal writing?
- What happens to the writing process in multi-modal writing?
- How has multi-modal writing changed the teaching of technical, professional, creative, etc., writing?
- Is there a grammar to multi-modal writing that can help to clarify distinctions from other forms, genres, styles, etc?
- Is there a place for multi-modal writing in First Year Composition, and if so, does one change the other?
- What are multi-modal writing practices and processes within student demographics (ESL, Disabled, etc.) and in WAC/WID?
- How does multi-modal writing meet the expectations of today’s college students?
Submission Procedure
Teachers of English and fellow researchers are invited to submit on or before March 15, 2013, a 1-2 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter to Robert Koch, Jr. at rtkoch@una.edu, and copy nmauriello@una.edu. Authors of accepted proposals will be notified at the latest on April 15, 2013 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by July 15, 2013. If requested, chapters are expected to be 25-30 pages in length or 7,000 words, double-spaced, using APA Style.
Important Dates
Jan. 15, 2013 Call
Mar. 15, 2013 Proposals Due
April 15, 2013 Confirm Proposals
July 15, 2013 Chapter Drafts due
Sept. 15, 2013 Feedback for Revisions
Dec. 15, 2013 Final Revisions due
Feb. 15, 2014 Book due to Publisher
Dr. Robert T. Koch Jr.
Director, UNA Center for Writing Excellence
Interim Coordinator, Active Suspension Program
Associate Professor of English
GUC Box 5301
University of North Alabama
Florence, AL 35630
256-765-4131