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Lombardi_Dissertation_2024.pdf (8.54 MB)

ETD Abstract Container

Abstract Header

Multiliteracies: FYC Students' Multimodal Composing Processes

Lombardi, Dawn Maria
http://orcid.org/0009-0008-8796-2304
http://rave.ohiolink.edu/etdc/view?acc_num=kent1731516409290891

Abstract Details

2024, PHD, Kent State University, College of Arts and Sciences / Department of English.
Calls for research in multimodality and multiliteracies have provided the field of writing studies with theories and outcomes suggesting that more research is necessary in FYC students’ multimodal composing processes and literacy practices. Much of the research in New Literacies Studies (NLS) focuses on students’ final products. This dissertation investigates the literacy activities that take place in situ while FYC students compose a multimodal project. Through empirical research methods, my research on multimodal composing processes addresses the question of what FYC students actually do when composing and aims to discover the literate practices, tools, and sites that FYC students draw on when composing an argument multimodally. Drawing on the scholarship of NLS, specifically that of the New London Group’s Framework for Design and other new literacies scholarship, my dissertation provides thick descriptions through the use of screencasts and talk aloud protocol of 18 FYC students’ multimodal composing processes. Each study participant recorded themselves for 60 minutes providing rich, generative data for description, interpretation, and analysis. My research interrogates the relationship between digital literacies and the ways in which FYC students identify, interpret, create, and communicate meaning across a variety of modes - - visual, linguistic, spatial, aural, and gestural - - and their affordances. It provides concrete examples of the technological and rhetorical forms of communication students engage with during the multimodal composing process of an academic argument. Participants in my study describe their choices of genres created for persuasion and agency. Beyond a linguistic notion of literacy, this study’s participants display an awareness of the social contexts and wider cultural factors that frame communication and, in the case of their multimodal project, further their communicative purposes. This dissertation calls for professional development efforts to help instructors implement multimodal pedagogical practices. It further calls for more empirical research in multiliteracies and FYC students’ multimodal composing processes and provides an extensive list of future research suggestions.
Pamela Takayoshi (Advisor)
193 p.
Composition; Rhetoric
multiliteracies; multimodal; multimodality; digital literacy; New Literacy Studies; visual literacy; composing process

Recommended Citations

Citations

  • Lombardi, D. M. (2024). Multiliteracies: FYC Students' Multimodal Composing Processes [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1731516409290891

    APA Style (7th edition)

  • Lombardi, Dawn. Multiliteracies: FYC Students' Multimodal Composing Processes. 2024. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1731516409290891.

    MLA Style (8th edition)

  • Lombardi, Dawn. "Multiliteracies: FYC Students' Multimodal Composing Processes." Doctoral dissertation, Kent State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=kent1731516409290891

    Chicago Manual of Style (17th edition)

kent1731516409290891
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© 2024, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.