Critical Visual Literacy: Multimodal Communication Across the Curriculum

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2005-12-01
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Blakely Duffelmeyer, Barbara
Ellertson, Anthony
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English
Abstract

"Critical Visual Literacy: Multimodal Communication Across the Curriculum" makes the case for expanding the pedagogical space and communication possibilities in undergraduate communication-intensive and linked (learning community) courses by allowing students to create multimodal texts that deal with civic and cultural and/or discipline-specific themes. We argue that, rather than diluting the opportunities for rhetorical education—now comprised of critical literacy, visual literacy, and critical technological literacy in today's increasingly fast-moving visual and electronic cultural environment—multimodal composing more meaningfully reflects the environment in which students receive and generate text today. Using a theory base that draws from the literatures of composition and CAC, visual literacy, new media theory and ecology, and the theory and pedagogy of critical technological literacy, we make a case for this expansion of communication opportunities in undergraduate communication-intensive classes.

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This article is published as Duffelmeyer, B.B., Ellertson, A. Critical Visual Literacy: Multimodal Communication Across the Curriculum. Across the Disciplines, 2005 3(special issue).

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Sat Jan 01 00:00:00 UTC 2005
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