Model
Digital Document
Publisher
IGI Global
Description
While much has been written about visual literacy and multimodal teaching, almost nothing has been
published on preparing instructors and graduate teaching assistants to provide students with the mechanics
of visual design, rhetoric, and cultural criticism to help them build complex, multimodal projects that
go beyond visual inclusion and critique. This chapter focuses on a graduate course on visual literacy,
rhetoric, and design that was taught by one of the authors and taken by the other four. Grounded in
previous claims for visual literacy in the field, the authors open by introducing how and why students
can be helped to develop visual arguments. It then introduces the graduate course, and 10 strategies for
successful multimodal, project-based teaching, which are exemplified by graduate and undergraduate
project examples. The chapter concludes with example assignments from two of the graduate authors
and a call for a dedicated cross-disciplinary graduate course for multimodal pedagogy.
published on preparing instructors and graduate teaching assistants to provide students with the mechanics
of visual design, rhetoric, and cultural criticism to help them build complex, multimodal projects that
go beyond visual inclusion and critique. This chapter focuses on a graduate course on visual literacy,
rhetoric, and design that was taught by one of the authors and taken by the other four. Grounded in
previous claims for visual literacy in the field, the authors open by introducing how and why students
can be helped to develop visual arguments. It then introduces the graduate course, and 10 strategies for
successful multimodal, project-based teaching, which are exemplified by graduate and undergraduate
project examples. The chapter concludes with example assignments from two of the graduate authors
and a call for a dedicated cross-disciplinary graduate course for multimodal pedagogy.
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