Call for Proposals: Multimodal Writing Centers and Studios: Profiles of Practice
Editors: Carey Smitherman Clark, Ph.D., University of Central Arkansas
Kristin Messuri, Ph.D., Carnegie Mellon University
In an era defined by the proliferation of new technologies and the need for sophisticated visual and digital literacies, communication has significantly transformed toward multimodality. This shift toward what the New London Group (1996) called “multiliteracies” has grown increasingly complex, especially with the proliferation of generative AI tools. The emphasis on multimodal communication has prompted writing centers to adapt their practices to accommodate the diverse modes of expression embraced by and expected of contemporary students. Writing center scholarship has increasingly recognized the importance of supporting these students as they develop multimodal literacies. Scholars such as Trimbur (2000), Sheridan and Inman (2010), Balester et al. (2012), and Sabarino and Fallon (2019) have explored innovative pedagogical approaches and theoretical frameworks for incorporating multimodal practices within writing center contexts. Central to this evolution are ongoing conversations about globalization, Universal Design for Learning, and Disability and Accessibility, which highlight the need for inclusive approaches to multimodal literacy.
This collection seeks to present a series of profiles that offer a snapshot of various writing centers’ efforts to engage with students practicing multimodal composition at this pivotal moment. Through these profiles, we aim to provide practical insights into how writing centers are integrating multimodal literacy into their practices, addressing challenges, and promoting inclusivity. By sharing these real-world examples, we hope to offer valuable guidance to writing center practitioners, administrators, and researchers, shedding light on the evolving role of writing centers in today’s communication landscape.
We invite contributions that explore multimodal centers and studios through narratives from various types of institutions (2-year, liberal arts, doctoral, Minority Serving Institutions, etc.). Chapters should include the following sections:
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History: Key milestones in the history of writing and/or communication tutoring at the institution.
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Rationale: Theoretical and institutional rationale for establishing multimodal communication support at the center/studio.
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Structure: Overview of the multimodal center’s structure, including administration and staff roles.
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Identity: Reflection on the center’s institutional identity—its physical space, funding sources, target audience, and any institutional partnerships or collaborations.
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Tutors: Description of the structure for tutor selection and training, including interview processes, credit-bearing courses, and any cross-training initiatives.
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The Future: Vision for the future of the center, including anticipated challenges and opportunities over the next several years.
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Supplementary Materials: Brief supplementary materials such as mission statements, interview questions, training course descriptions, syllabi, and assignments.
While particular centers may need to add additional sections based on their unique situations, chapters should address each of the above sections thoroughly. We envision this collection as an essential resource for writing center, communication center, and multimodal center staff.
The editors seek 500-word proposals for chapters of 5,000 to 8,000 words (including supplementary materials). The deadline for proposals is December 6, 2024.
Please email questions and proposals in Microsoft Word or Google Docs to cclark with the subject line “Multimodal Writing Center Proposal.”
Best,
Carey and Kristin
Dr. Carey Smitherman Clark | Director, Center for Writing & Communication
President, South Central Writing Centers Association
Associate Professor | School of Communication
College of Arts, Humanities, and Social Sciences
University of Central Arkansas
cclark
(pronouns: she/her/hers)