Assessing Multimodal Literacy in the Online Technical Communication Classroom — Rhetoric & Composition

Journal of Business and Technical Communication Apr 2017

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: assessment multimodality technical communication

Citation Context

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Technical Communication Quarterly
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CrossRef global citation count: 14 View in citation network →