College Composition and Communication Sep 2024

Understanding Writing Instructors’ Feelings toward the Affordances of Multimodal Social Advocacy Projects: Implications for Service-Learning Pedagogies

Jason Tham ; Jialei Jiang

Abstract

This article reports findings from interviews with twenty college instructors who have facilitated multimodal advocacy projects, identifying their affective significance through reflections. Based on our qualitative analysis of instructor responses, we present the implications of multimodal engagement and what it means for doing social advocacy pedagogies with the community.

Journal
College Composition and Communication
Published
2024-09-01
DOI
10.58680/ccc20247614
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Open Access
Closed
Topics
service learning multimodality
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Citation Context

Cited by in this index (1)

  1. Jiang (2024)
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