Abstract: This article examines the teaching of a multimodal pedagogy in an online technical communication classroom. Based on the results of an e-portfolio assessment, the authors argue that multimodality can be taught successfully in the online environment if the instructor carefully plans and scaffolds each assignment. Specifically, they argue for an increased emphasis within the technical communication classroom on teaching the e-portfolio as a genre that not only exemplifies students’ multimodal literacies but also establishes their identities as technical communicators in the 21st century. This article provides a model for teaching multimodal composition in the online technical communication classroom and calls for more scholarship on teaching the e-portfolio in the digital environment.
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Bourelle, T., Bourelle, A., Spong, S., & Hendrickson, B. (2017). Assessing Multimodal Literacy in the Online Technical Communication Classroom. Journal of Business and Technical Communication, 31(2), 222–255. https://doi.org/10.1177/1050651916682288