Date of Award
2024
Degree Type
Open Access Thesis
Degree Name
Master of Arts (MA)
Department
English and Theatre
First Advisor
Erin Presley
Second Advisor
Dominic Ashby
Third Advisor
Jill Parrott
Abstract
In this thesis the writing pedagogies of process, critical literacy, and multimodality are used as a framework for redesigning the physical layout and aesthetics of the first-year writing classroom. The idea of embracing a fully embodied ‘living’ pedagogy is also explored as a means to develop and sustain professional identity as a college writing instructor. An examination of process pedagogy reveals a natural materiality of writing and the role of physical environment. The pedagogy of critical literacy is used to determine how issues accessibility and representation can be answered by classroom design. Current practices of multimodality in classroom design are reconsidered, including the role of both digital technologies and material, hands-on resources. It is found that the best design of a classroom depends on instructor goals and student needs, but research indicates that stakeholders need to consider how well a design establishes an environment of care and whether seating should be flexible or stationary. In place of traditional rows, two layouts, a ‘studio style’ and ‘roundtable workshop’ are proposed and discussed.
Recommended Citation
Johnson, Ella, "Living Pedagogy: Redesigning the First Year Writing Classroom" (2024). Online Theses and Dissertations. 855.
https://encompass.eku.edu/etd/855
