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The Literacy Sponsors Gallery Wall: Rethinking Literacy Sponsorship Through Multimodal Drafting

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dc.contributor.authorDoan, Bailey Elaineen
dc.contributor.committeechairWeaver, Meganen
dc.contributor.committeememberMueller, Dereken
dc.contributor.committeememberWebster, Travisen
dc.contributor.departmentEnglishen
dc.date.accessioned2023-04-28T08:00:27Zen
dc.date.available2023-04-28T08:00:27Zen
dc.date.issued2023-04-27en
dc.description.abstractThis study explores the benefits of multimodality in the drafting process and advocates for more disciplinary support of multimodality across first-year writing curriculums in the field of Rhetoric and Composition/Writing Studies. I explore my primary research question, how might multimodal drafting through the Literacy Sponsors Gallery Wall assignment support students' process of writing the Literacy Narrative, through an IRB-exempt study of the implementation of an original multimodal writing assignment, the Literacy Sponsors Gallery Wall, in my first-year writing classroom during the Fall 2021 semester. The results of this study illuminate valuable opportunities for multimodality to be integrated into the composition classroom during the writing process rather than it being utilized primarily as a transformative tool once the writing process has concluded. When multimodality is included as a natural aspect of the writing process, it allows more room for students to express and celebrate their multiliterate identities.en
dc.description.abstractgeneralMost of the time, writing assignments in academic contexts are limited to page-bound essays of block text. This is because of tradition and the cultural belief that this type of writing is the only mode, or format, worthy of value in a classroom. But that is not necessarily the case. Multimodal writing, i.e., more visually stimulating compositions that combine more than one mode of communication, are generative for student writers. However, multimodality is usually seen as a "last but not least" aspect of a draft's life cycle, meaning it is employed once the draft has been completed and is used to transform the draft into a more visual mode (infographic, poster, etc.). In this paper, I argue that multimodality should be taken up more in the field of Rhetoric and Composition/Writing Studies and embraced as a worthy aspect of the drafting process. I created a qualitative study in which I evaluated how multimodal drafting acts as a beneficial scaffolding tool for teachers.en
dc.description.degreeMaster of Artsen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:37235en
dc.identifier.urihttp://hdl.handle.net/10919/114847en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectMultimodalityen
dc.subjectmultiliteraciesen
dc.subjectsponsorshipen
dc.subjectfirst-year writing pedagogyen
dc.titleThe Literacy Sponsors Gallery Wall: Rethinking Literacy Sponsorship Through Multimodal Draftingen
dc.typeThesisen
thesis.degree.disciplineEnglishen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.levelmastersen
thesis.degree.nameMaster of Artsen

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