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Multimodality is...: A survey investigating how graduate teaching assistants and instructors teach multimodal assignments in first-year composition courses.

机译：多模式是...：一项调查，调查研究生的助教和讲师如何在一年级作文课程中教授多模式作业。

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摘要

This dissertation identifies if and how graduate teaching assistants and instructors working in the field of rhetoric and composition teach multimodal assignments in first-year composition (FYC) courses. The research questions for this study were as follows: (1) In what ways do graduate teaching assistants and faculty teach multimodal assignments in FYC courses? (2) Are graduate teaching assistants, adjuncts, and contract faculty equally as likely as assistant, associate, and full professors to teach multimodal assignments in FYC courses? (3) What kinds of training do graduate teaching assistants and faculty receive to prepare them to teach multimodal assignments in FYC courses? (4) Do graduate teaching assistants and faculty feel the kinds of training they receive adequately prepare them to teach multimodal assignments in FYC courses? If not, what needs to change? These research questions were investigated using a combination of online survey research methods and follow-up interviews. This study provides a broad and current analysis, as well as a reflective picture, of the teaching of multimodal assignments in FYC courses. As a result of quickly evolving technologies, instructors have potentially more opportunities to teach multimodal assignments. However, in some cases, writing program policies and curriculum limit or make it difficult for graduate teaching assistants and instructors to assign multimodal assignments in FYC courses. Thus, this study investigated the ways current graduate teaching assistants and/or instructors teach multimodal assignments despite difficulties and limitations. It also investigated whether or not graduate teaching assistants and instructors receive any training or help in shaping their multimodal pedagogy and whether or not they feel this training or help was adequate. The findings indicate instructors are more willing than their departments to implement multimodal composition pedagogy. The findings also show that instructors teach multimodal assignments in their classrooms in various ways, including the use of different technologies and resources. Evidence suggests that despite their desire for more help from their departments, instructors teach themselves how to use such technologies and resources to implement their multimodal composition pedagogy. The study concludes that how multimodal composition pedagogy is implemented in a writing classroom is more likely an individual instructor's decision rather than a department's decision.
机译：本文确定了修辞和作文领域的研究生教学助理和讲师是否以及如何在第一年作文（FYC）课程中教授多模式作业。这项研究的研究问题如下：（1）研究生助教和教职员工如何通过FYC课程教授多模式作业？ （2）研究生教学助理，兼职和合同制教员是否有与助理，副教授和正式教授在FYC课程中教授多模式作业的可能性相同？ （3）研究生助教和教职员工接受什么样的培训，以准备他们在FYC课程中教授多模式作业？ （4）研究生助教和教职员工是否感觉到他们所接受的培训的种类足以为他们在FYC课程中教授多模式作业做准备？如果没有，需要改变什么？使用在线调查研究方法和后续采访相结合的方式对这些研究问题进行了调查。这项研究为FYC课程中的多模式作业的教学提供了广泛而最新的分析，以及反思性的画面。由于技术的迅速发展，教师可能有更多的机会教授多模式作业。但是，在某些情况下，编写计划政策和课程表会受到限制，或者使研究生助教和讲师很难在FYC课程中分配多模式作业。因此，本研究调查了尽管存在困难和局限性，目前的研究生教学助理和/或讲师教多模式作业的方式。它还调查了研究生助教和讲师在进行多模式教学法方面是否接受了任何培训或帮助，以及他们是否觉得这种培训或帮助是足够的。研究结果表明，与他们的部门相比，教师更愿意实施多模式写作教学法。研究结果还表明，讲师以各种方式（包括使用不同的技术和资源）在课堂上教授多模式作业。有证据表明，尽管他们希望获得部门的更多帮助，但讲师会自学如何使用此类技术和资源来实施他们的多模式写作教学法。该研究得出的结论是，如何在写作课堂中实施多模式作文教学法，更可能是个别讲师的决定，而不是部门的决定。

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  • 作者

    Lutkewitte, Claire.;

  • 作者单位

    Ball State University.;

  • 授予单位 Ball State University.;
  • 学科 Education Language and Literature.;Education Higher.;Language Rhetoric and Composition.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 243 p.
  • 总页数 243
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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