(Re)Mapping Spaces Through Multimodality: a Study of Graduate Students Refiguring Multiple Roles and Literacies
This thesis is a discussion of the author’s qualitative descriptive research project, wherein the author interviewed nine graduate students in a mid-sized Midwestern university to investigate their uses of multimodality. Using the New London Group’s (2000) definition of modes and designs for meaning-making, this thesis discusses the discursive and material limitations experienced by participants in the study. The study reveals the participants’ pedagogical uses of multimodality, focusing on the affordances and constraints of working in traditional and computer classrooms. Following Porter, Sullivan, Grabill, and Miles’ (2000) institutional critique, this thesis looks at the discursive and material spaces as they relate to the authority constructs through which graduate students navigate. It indicates a need to further explore the graduate seminar as a site for multimodal learning, as participants reveal concerns about the limitations on modality both within the discipline of Rhetoric and Composition and within their own program of study.
School Location:USA - Ohio
Source Type:Master's Thesis
Keywords:multimodality multiliteracies graduate students programs institutional critique
Date of Publication:01/01/2007