Abstract

This essay reimagines the way that listening is taught in the multimodal composition classroom. In contrast to listening to sonic content for meaning, the listening pedagogy I introduce is based on my concept of multimodal listening—a practice that involves attending to the sensory, material, and contextual aspects that comprise and shape a sonic event. I argue that cultivating multimodal listening practices will enable students to become more savvy consumers and producers of sound in the composition classroom and in their everyday lives.

Journal
College English
Published
2014-11-01
DOI
10.58680/ce201426145
Open Access
Closed
Topics

Citation Context

Cited by in this index (11)

  1. Computers and Composition
  2. Philosophy & Rhetoric
  3. Computers and Composition
  4. Computers and Composition
  5. Computers and Composition
Show all 11 →
  1. Computers and Composition
  2. Rhetoric Review
  3. Pedagogy
  4. Computers and Composition
  5. Rhetoric Review
  6. Computers and Composition

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