出版社：Polskie Towarzystwo Retoryczne/ Polish Rhetoric Society
摘要：In 2009,in College Composition and Communication—the fl agship journal of U.S. based composition studies—Cynthia Selfe argued that if educators want to prepare students for communicating in an increasingly complex world,one where we strive to “create a different set of global and local relations than currently exists,we will need all available means of persuasion,all available dimensions,all available approaches,not simply those limited to the two dimensional space of a printed page” (CCC 60.4,June 2009,663). This widely cited article comes at the end of a decade when rhetoric and composition in the United States saw an increase of scholarship and pedagogy arguing for classroom instruction in both the production and analysis of multimodal texts. In brief,multimodality is an ap_x0002_proach to literacy studies where all communication modes—textual,aural,lin?guistic,spatial,and visual resources—are valued and explored. While multi?modal approaches to literacy education and theory are not necessarily new,as Jason Palmeri (2012) argues in his historical tracing of composition and rhetorical education in the U.S.,the groundwork for multimodal pedagogy was laid by the New London Group (1996) who argued that to be designers of our social futures,literacy education must include a multimodal approach.
