Abstract
"Critical Visual Literacy: Multimodal Communication Across the Curriculum" makes the case for expanding the pedagogical space and communication possibilities in undergraduate communication-intensive and linked (learning community) courses by allowing students to create multimodal texts that deal with civic and cultural and/or discipline-specific themes. We argue that, rather than diluting the opportunities for rhetorical education—now comprised of critical literacy, visual literacy, and critical technological literacy in today's increasingly fast-moving visual and electronic cultural environment—multimodal composing more meaningfully reflects the environment in which students receive and generate text today. Using a theory base that draws from the literatures of composition and CAC, visual literacy, new media theory and ecology, and the theory and pedagogy of critical technological literacy, we make a case for this expansion of communication opportunities in undergraduate communication-intensive classes.
- Journal
- Across the Disciplines
- Published
- 2006-01-01
- DOI
- 10.37514/atd-j.2006.3.2.02
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Citation Context
Cited by in this index (1)
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McElroy et al. (2024)Business and Professional Communication Quarterly
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