At the boundary between speech and writing: fostering productive interdisciplinary collaboration on multimodal communication courses

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dc.contributor.advisor Barbara Blakely
dc.contributor.author White, Casey
dc.contributor.department English
dc.date 2018-08-11T09:54:25.000
dc.date.accessioned 2020-06-30T02:55:21Z
dc.date.available 2020-06-30T02:55:21Z
dc.date.copyright Wed Jan 01 00:00:00 UTC 2014
dc.date.embargo 2001-01-01
dc.date.issued 2014-01-01
dc.description.abstract <p>First-year composition courses have long been a focus of considerable research and pedagogical development in English studies. In recent years, we have seen a movement to transform the traditional first-year composition course from one that focuses exclusively on writing to one that is "multimodal," integrating elements of oral and visual communication to better prepare students for communication practices in the twenty-first century. The successful development of these multimodal communication courses requires collaboration between faculty in various disciplines such as speech and design. However, little research has been conducted on the ways in which interdisciplinary collaboration on multimodal communication courses could be made more productive. Particularly in the case of English and speech departments, a long history of separation has made it difficult for faculty and scholars in these disciplines to work together.</p> <p>This dissertation presents a study conducted on the interdisciplinary collaborative experiences of speech and English faculty at a small Midwestern liberal arts university who came together to develop a multimodal communication course. Through one-on-one interviews with faculty who participated in creating this course, I was able to determine some of the discontinuities that arose between members of the two disciplines. I apply Sanne F. Akkerman and Arthur Bakker's model of boundary crossing learning mechanisms to illustrate the ways in which the collaboration between speech and English faculty could have been more productive. Ultimately, this study calls for a reuniting of speech and composition in the service of creating more effective multimodal communication classes that integrate the pedagogical traditions of each discipline.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/etd/14243/
dc.identifier.articleid 5250
dc.identifier.contextkey 7839036
dc.identifier.doi https://doi.org/10.31274/etd-180810-3794
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath etd/14243
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/28429
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/etd/14243/White_iastate_0097E_14523.pdf|||Fri Jan 14 20:16:59 UTC 2022
dc.subject.disciplines Communication
dc.subject.disciplines Rhetoric
dc.subject.keywords Rhetoric and Professional Communication
dc.subject.keywords boundary crossing
dc.subject.keywords composition
dc.subject.keywords multimodal composition
dc.subject.keywords speech communication
dc.title At the boundary between speech and writing: fostering productive interdisciplinary collaboration on multimodal communication courses
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
relation.isOrgUnitOfPublication a7f2ac65-89b1-4c12-b0c2-b9bb01dd641b
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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