Composition at Washington State University: Building a Multimodal Bricolage.
Multimodal pedagogy is increasingly accepted among composition scholars. However, putting such pedagogy into practice presents significant challenges. In this profile of Washington State University's first year composition program, we suggest a multi vocal and multi theoretical approach to addressing the challenges of multimodal pedagogy. Patricia Ericsson, the director of composition, illustrates how theories of agency are central to the integration of multimodality. Elizabeth Sue Edwards, a graduate teaching assistant, explores negotiating departmental standards and implementing multimodal assignments. Tialitha Michelle Macklin, also a graduate teaching assistant, discusses her journey from rejecting multimodal assignments to embracing them as an integral element of her pedagogy. And Leeann Downing Hunter, a non tenure track faculty member, approaches the challenge through the lens of adaptability. We believe that this multi vocal approach to building a multimodal composition program offers: (1) a foundation for other writing programs to adapt and build upon; (2) an alternative to traditional approaches that rely on single theories and single leaders; and (3) a reconstitution of how the university works, integrating stakeholder voices from administrators to students themselves.