|Institution:||University of Findlay|
|Keywords:||Composition; Pedagogy; Rhetoric; Education; Education, General; Education, Teacher Training; Information Technology; digital multimodal composition; first-year composition; pedagogy; assessment|
|Full text PDF:||http://rave.ohiolink.edu/etdc/view?acc_num=findlay1465992849|
A study of ten university writing program directors from a variety of institutions reveals the ways that digital multimodal composition has influenced first-year composition (FYC) programs. Most FYC programs in the study have implemented digital compositions in their curricula, and these range from assignment options to requirements for proficiency. The study also revealed that the digital movement in FYC is generally instructor-driven as classroom instructors seek ways to teach digital composing practices, create digital assignments, and assess digital compositions. In addition, FYC instructors are adapting alphabetic text composing practices to digital texts, and this practice in turn may help students become more intentional in applying appropriate academic conventions while composing digital projects. Advisors/Committee Members: Denecker, Christine (Committee Chair), Tulley, Christine (Advisor).