Over the last decade, colleges and universities have begun to pay significant attention to "multimodal rhetoric" ---rhetoric that uses not just words, but a wide range of compositional elements, including still images, moving images, charts, graphs, illustrations, animations, layout schemes, colors, music, ambient noises, and other media components. This book explores how multimodal rhetoric may prompt foundational changes in writing centers, which have proven themselves, over the last several decades, to be a highly effective means of providing peer-based support for writers. Bringing together the insights and experiences of ten researcher-practitioners working in a diverse range of institutional contexts, the chapters collected here explore the transformations potentially involved in this shift to multimodality, including changes in the way centers configure space, the way they allocate resources, the way they train peer consultants, and the way they interact with other units on campus and with communities beyond campus. Theoretical exploration is balanced with discussions of pragmatic concerns that emerge from contributors' lived experiences. To confront the intellectual and practical challenges of integrating multimodal rhetoric into writing center work, contributors draw not only on writing center theory and the broader field of composition and rhetoric, but also on an eclectic mix of theoretical frameworks taken from other fields, including actor network theory, design, and property law.
This book explores how multimodal rhetoric may prompt foundational changes in writing centers, which have proved themselves, over the last several decades, to be a highly effective means of providing peer-based support for writers. Bringing together the insights and experiences of ten researcher-practitioners working in a diverse range of institutional contexts, the chapters collected here explore the transformations potentially involved in this shift to multimodality
