“Multimodal communication environments, by definitions, require broader, more integrated epistemologies: one must be able to entertain multiple perspectives and multiple strategies for communication…[I]t also requires the ability to analyze and critique the rhetorical choices of others – whether choices about writing, speaking, visual imagery, or technological applications…Educators, then, must renovate curricula into those that emphasize rhetorically integrated pedagogies” (315). “Multimodal, rhetorically integrated pedagogies are less concerned with technological wizardry than with thinking strategically about the modes through which meanings are created in the teaching and learning context” (326).
“assessment is very much about context and needs to take into account the particular circumstances of the course, the students, and the teacher, as well as the possibilities afforded by the assignment, the modes, and the medium” (325).