Filter. Remix. Make.

Abstract

This article establishes traits of adaptable communicators in the 21st century, explains why adaptability should be a goal of technical communication educators, and shows how multimodal pedagogy supports adaptability. Three examples of scalable, multimodal assignments (infographics, research interviews, and software demonstrations) that evidence this philosophy are discussed in detail. Asking students to communicate multimodally drives them to effectively filter information, remix modes, and remake practices that are core characteristics of adaptable communicators. Beyond teaching students how to teach themselves as an essential part of living in an information society, contending with new and unfamiliar tools also prepares students for their roles as empathic mediators in the workplace.

The “Multimodal Spiral”: Rethinking the Communication Curriculum at an English as a Medium of Instruction Institution

“…Whereas text was once dominant and the visual, verbal, and other modes were merely supplemental, the modes now stand on equal footing. Similar arguments have been made in communication studies (Dusenberry et al, 2015).…”

“…That said, the case can productively inform communication scholarship. First off, this case study answers calls for more attention to multimodality and visual design in the communication classroom (Dusenberry et al, 2015). Multimodality is an important part of human experience, especially in technical and scientific endeavors.…”

“…In modern communication environments, genre norms and required competencies are constantly shifting. Rhetorical sensitivity and flexibility—the ability to understand and adapt to new communication contexts—thus emerge as primary virtues (Dusenberry et al, 2015). As Kedrowicz and Taylor (2013) argue, the cultivation of these high-level attributes can be hindered by pedagogies that suggest that “communication can be reduced to a formula” (p. 87).…”