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This workshop is for participants preparing new or evaluating current multimodal services. While some resources assume that writing centers are already well-equipped for multimodal work, we recognize the many considerations when offering multimodal tutoring in online or hybrid settings, including reliable technology, inclusive and accessible modalities, and tutor training.
What does multimodality look like before, during and after covid? How should we (re)think multimodality as a core part of our centers’ identity beyond covid and why does it matter?
Online writing consultations, which are inherently multimodal, can be enhanced through peer consultants’ use of multimodal pedagogies. At University Writing, peer consultants experience a professional development curriculum focused on multimodality and welcoming diverse writers, and they write consulting philosophy statements that reinforce their learning.
There is a large host of misconceptions and biases that stand between L2 English writers and effective, helpful writing feedback. In working with diverse writers – whose experiences with and knowledge of language may differ from our own – providing feedback, resources, and educational materials in multiple formats opens new pathways to learning. How can we provide multimodal feedback to ESL Writers that strives to make writing feedback more accessible and accommodating? Participants will be guided through thoughtful discussion questions, which seek critical evaluation of writing center practices and feedback norms.
This roundtable will engage in discourse that furthers our understanding of what challenges tutors face in providing multimodal feedback and how we can work to minimize those challenges. By reducing these barriers, we commit to the idea of “Writing Centers as Iconoclastic sites for learning” (McKinney).
Creating an ever-accessible, multimodal, course-specific resource is essential to meeting the evolving needs of students and has synergistic benefits: clarity of course-related concepts, expectations, and outcomes for both tutors during tutoring sessions and students working on their own.
Drawing on research in the areas of digital composition, multimodal composition, and writing assessment, presenters will put forth a framework for assessment that includes three key areas: audience, mode and meaning, and originality. Analysis of student work samples and Implications for classroom practice will also be shared.
Considering the physical distance created during online writing consultations, how we inculcate multimodal strategies in the technologically mediated environment without causing disruptions to recipients' understanding is critical. The interactions during an online writing consultation involve a multiplicity of communicative styles from verbal to visual and even kinesthetic approaches which make it necessary to accommodate students learning idiosyncrasies
This presentation focuses on the role that tutors play in students’ writing process and their academic journey. The presenter will discuss how tutors support writers through multiple modalities to emphasize their agency.
In a post-/pandemic context characterized by dwindling student engagement, writing center tutors might consider using students’ enthusiasm for social media as a gateway to lessons on other forms of writing. Making students’ knowledge explicit during writing center sessions can increase the “stickiness” of a tutoring session by honoring student experience.