Multimodal composition pedagogy in Higher Education: a paradigm shift

Abstract

The use of digital technologies for pedagogical purposes worldwide has augmented the need for radical and urgent changes in academic literacy education at tertiary institutions. In this article, multimodal composition alternatives to traditional written academic assessments are proposed as a platform for transformation in academic literacy modules. The literature framework highlights the hindrances and affordances of multimodal composition pedagogy. A qualitative research approach was followed in the empirical research. An online questionnaire was used in this interpretivist research design. The opinions of academic literacy lecturers at a South African university were sought to gauge how they felt about incorporating alternative multimodal assessments instead of traditional methods such as text-based compositions only. The inclusion of student voice and agency regarding multimodal academic literacy pedagogy was also investigated. The findings revealed that many lecturers did incorporate formative multimodal teaching and learning strategies to scaffold academic writing. However, with regards to summative assessment of academic literacy skills, most lecturers still preferred the traditional essay. Most of the lecturers were also not in favour of student contribution to multimodal content and assessment. It is the responsibility of all stakeholders to ensure that multimodal composition transformation is implemented to support students’ academic literacy needs, not their own, in an ever-changing digital landscape in higher education.

The impact of instructional design on language acquisition in multilingual STEM classrooms

“…Additionally, mentorship and peer support programs can provide educators with valuable guidance and resources as they navigate the complexities of teaching in multilingual STEM classrooms. By connecting educators with experienced mentors and peer networks, stakeholders can foster a culture of collaboration and continuous improvement that benefits educators and students (Pellas et al, 2020;Olivier, 2021;Paek et al, 2023). In conclusion, overcoming barriers to implementation in multilingual STEM education requires concerted efforts to address institutional challenges and provide educators with the training and support they need to succeed.…”

Left, Right then Left Again: Educators at the Intersection of Global Citizenship Education, Technology and Academic Literacies

“…We point out, however, that this is not due to any major oversight on the part of the editors; research on multimodality in higher education across the Global South is relatively thin, and research on specifically South African contexts, although extant, is rare. Worth mentioning here are studies by Olivier (2021), Newfield (2011) and Stein and Newfield (2006); these authors, however, look at multimodality in South African higher education in the disciplines of law, language education and composition, and are thus of limited use to us here. By our estimation, Archer (2006; 2008a; 2008b; Huang & Archer, 2017; 2022) is the only scholar to focus directly on the multimodality in South African higher education with an emphasis on academic literacy.…”

Multimodalitas sebagai Perspektif Baru Pembelajaran Pragmatik Edukasional: Persepsi Urgensi Inklusinya (Multimodality as a New Perspective of Educational Pragmatic Learning: Perception of the Urgency of Inclusion)

“…Pembaruan pembelajaran itu dimulai dari desain model pembelajaran pragmatiknya. Pembaruan desain model pembelajaran itu bukan saja dipicu oleh perubahan teknologi sebagai bagian dari kultur baru dalam pembelajaran abad XXI, tetapi juga karena tuntutan perubahan paradigma pembelajaran dari semula yang bersifat monomodalitas menjadi multimodalitas (Al Fajri, 2018;Ganapathy & Seetharam, 2016;Olivier, 2021). Dalam paradigma pembelajaran multimodalitas, komponen linguistik tidak lagi menempati posisi sentral, melainkan hanya salah satu dari komponen-komponen yang secara legkap berjumlah lima.…”