Overcoming Barriers in Multimodal Composing: Challenges and Pedagogical Solutions for Teachers and Students

This paper explores the challenges faced by both students and teachers in engaging with multimodal composing, a practice increasingly reshaped by emerging technologies. While research highlights the positive impacts of multimodal composing on student engagement, academic literacy, and collaborative learning, a clear understanding of how educators and learners perceive these newer forms of literacy remains uncertain. Specifically, the paper investigates the barriers preventing effective engagement with multimodal composition and aims to provide a comprehensive overview of these challenges. By critically examining the experiences of teachers and students, this paper seeks to inform pedagogical practices that enable better integration of multimodal composing in the classroom. Drawing on the perspectives of both groups, the paper offers guidelines designed to mitigate challenges and encourage the productive use of diverse semiotic resources in teaching and learning contexts. Ultimately, the study contributes to fostering an inclusive, flexible, and dynamic approach to multimodal composition, empowering both instructors and students to harness its full potential in a playful and engaging manner.