Taylor, Rebecca. Writing in the Margins: Critical Multimodal Literacies and Writing Pedagogies Across the Curriculum. 2025. University of Washington, PhD dissertation.
Adviser
This study emerged from a curiosity about how disciplinary faculty engage with critical multimodal literacies in the writing courses they teach. Drawing on data from a yearlong faculty development fellowship, I explored how seven disciplinary instructors from across the university understood, adopted, and negotiated multimodal approaches to their writing pedagogies. Through participant observation of workshops, interviews, and analysis of participant course materials, this dissertation uncovers the ways language ideologies and disciplinary norms shape faculty writing pedagogies and praxes. Findings reveal both barriers and possibilities in grounding disciplinary writing pedagogies in equity-oriented, critical multimodal approaches to writing. This study contributes to conversations in Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID) by proposing a critical multimodal framework that challenges dominant assumptions about academic writing and supports more inclusive pedagogies.