Assessing Multimodal Literacy in the Online Technical Communication Classroom

Tiffany Bourelle University of New Mexico ; Andrew Bourelle University of New Mexico ; Stephanie Spong University of New Mexico ; Brian Hendrickson University of New Mexico

Abstract

This article examines the teaching of a multimodal pedagogy in an online technical communication classroom. Based on the results of an e-portfolio assessment, the authors argue that multimodality can be taught successfully in the online environment if the instructor carefully plans and scaffolds each assignment. Specifically, they argue for an increased emphasis within the technical communication classroom on teaching the e-portfolio as a genre that not only exemplifies students’ multimodal literacies but also establishes their identities as technical communicators in the 21st century. This article provides a model for teaching multimodal composition in the online technical communication classroom and calls for more scholarship on teaching the e-portfolio in the digital environment.

Journal
Journal of Business and Technical Communication
Published
2017-04-01
DOI
10.1177/1050651916682288
Open Access
Closed
Topics

Citation Context

Cited by in this index (3)

  1. Journal of Business and Technical Communication
  2. Journal of Business and Technical Communication
  3. Journal of Technical Writing and Communication

Cites in this index (11)

  1. Technical Communication Quarterly
  2. Computers and Composition
  3. Technical Communication Quarterly
  4. Journal of Business and Technical Communication
  5. Technical Communication Quarterly
Show all 11 →
  1. Technical Communication Quarterly
  2. Computers and Composition
  3. Journal of Business and Technical Communication
  4. Technical Communication Quarterly
  5. College Composition and Communication
  6. Technical Communication Quarterly
Also cites 10 works outside this index ↓
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  3. 10.4018/jicte.2012100103
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CrossRef global citation count: 14 View in citation network →