Author: Kristin Prins

This is the second of two posts detailing digital advocacy projects created by master’s students in a Digital Rhetoric & Literacy course in Fall 2018. The course, described in more detail in Part I, ended with a final project that invited students to, among other options, use what they had learned about multimodal design to make something digital that does work in the world for a particular audience. Three students used the assignment as an opportunity to undertake digital advocacy projects. The first, discussed in Part I, is Casey J. Marshall’s advocacy for using Universal Design principles in online writing…

Designing the Course: Kristi’s Project How does the digital change what we know about and how we practice rhetoric and literacy? This broad question framed the master’s level Digital Rhetoric & Literacy course I taught in Fall 2018. Students who take this course come from across our degree options in rhetoric & composition, literature, and TESOL and have a wide variety of undergraduate backgrounds and professional goals. With this in mind, I wanted to provide students with opportunities to answer that broad question across personal, academic, professional, and civic dimensions. I assigned several texts that engage with multimodal design because…