Into Another 'Semiotic Landscape': Evaluating Models of Multimodal Literacy Curricula for Canadian Art and Design University Students.

This paper juxtaposes an examination of recently published composition instruction books, focused on multimodal learning, with an analysis of how multimodality is manifest in one area of the art and design curriculum in an art and design postsecondary institution. 'Thesis' is a multimodal genre of composition that is required from most students in their final years of study at the Ontario College of Art & Design (OCAD). With respect to this juxtaposition, my aim is to discover whether the textbook samples provide a pedagogy that is resonant with the 'semiotic landscape' of OCAD, thereby elucidating important qualities of this landscape. [ABSTRACT FROM AUTHOR]