In an effort to better align some of my ongoing projects, I plan on cross-posting new episodes of my podcast, Conceptually Speaking, once a month. I will also share episodes from my backlog once a week to build on the ideas I’ve discussed in that week’s post. You can expect the content of these episodes to dovetail nicely with everything I’m sharing on Becoming Literary. This episode from March of last year is particularly relevant to my post this week, Communication as Participation. Enjoy!
In this episode of Conceptually Speaking, I chat with Dr. J Palmeri, Professor of English and Director of the Writing Program at Georgetown University, to explore the rich landscape of multimodal composition in contemporary education. Our conversation examines how diverse forms of communication and creation are reshaping writing instruction and student engagement. Drawing on their comprehensive scholarship in multimodal composing, Dr. Palmeri shares insights into how educators can embrace a more expansive vision of composition that goes beyond traditional text-based approaches.
Key Concepts from the Episode:
Multimodal Composition
Evolution of composing practices across different media
Integration of visual, audio, and interactive elements in writing
Bridging theory and practical classroom implementation
Pedagogical Innovation
Expanding traditional definitions of writing and composition
Creating inclusive spaces for diverse forms of expression
Practical strategies for implementing multimodal projects
Future of Writing Education
Building sustainable frameworks for multimodal literacy
Supporting faculty in adopting new composing practices
Fostering creative and critical thinking through varied media
For educators interested in expanding their understanding of what composition can be, this conversation offers both theoretical frameworks and practical approaches to creating more dynamic, engaging writing experiences for students.
Check out more of J's work here:
Faculty Page
100 Years of New Media Pedagogy (Open Source Book)
Academic Research (Google Scholar)
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