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Multilingual Writing in Entanglement offers deep, behind-the-scenes insight into multilingual writing processes through ethnographically constructed case studies of two Chinese international students navigating first-year writing assignments. Drawing on fungi studies to develop ecology-informed metaphors, Xiqiao Wang traces how these students’ writing unfolds alongside multilingual living, revealing the thickets of relationships with both human participants (peers, teachers, writing consultants) and nonhuman elements (trees, rivers, digital texts, writing technologies) that create opportunities for negotiating across differences.

This longitudinal qualitative study follows Morgan and Leo through their undergraduate careers, collecting rich ethnographic data across private, academic, and digital spaces. The resulting theoretical framework conceptualizes multilingual writing as simultaneously strategic, agentive, creative, diffused, contingent, and messy—a phenomenon shaped by dynamic interplay between ephemeral encounters and established practices. Employing chronotopic figuring as a methodological tool, Wang illuminates aspects of multilingual writing often elided in research: fleeting encounters that energize composition, reciprocal relationships that distribute writing labor, unexpected detours that redirect the writing process, and the layering of writing and identity practices across multiple historical trajectories. This approach moves beyond examining writing in isolated moments to trace how meaning emerges across languages, modes, and spacetimes.

Multilingual Writing in Entanglement offers crucial insights into how international students strategically and improvisationally reconfigure their semiotic and rhetorical repertoires to write multilingual lives into meaning. This work is influential for scholars and educators in composition, literacy studies, multilingual education, ESL, and linguistics.

Multimodal Transfer Pedagogy provides practical methods and materials for composition teachers and directors to facilitate multimodal transfer. This rich collection of resources presents new ways of incorporating digital texts, exploring modes of meaning beyond traditional print and encouraging students to think about rhetorical approaches to meaning making.

Together with its online companion materials, the book delivers a distinctive synthesis of multimodal composing practices, writing transfer research, and theory to provide clear, actionable guidance to teachers and directors to apply multimodal composition pedagogy effectively. Twenty-three chapters cover multimodal transfer pedagogy—including social media, composing with AI, visual rhetoric and design, public advocacy, tabletop games, podcasting, and more.

Multimodal Transfer Pedagogy is built from contextualized pedagogical approaches and course materials—syllabi, assignments, assessment documents—that specifically direct pedagogical application toward multimodal transfer in a range of contexts, from first-year writing to the science writing classroom and writing center. A natural follow-up to Multimodal Composition and Writing Transfer, the book introduces a unique practical-pedagogical model for implementing multimodal work in the classroom.

Exploring the ideas, innovations, and challenges shaping the future of music education.

This solid collection of essays, written by outstanding American music educators, reflects the current issues in music education and the ongoing attempt to overcome obstacles to excellence in teaching music. It stands as the most important and far-ranging professional overview of the discipline since the publication of the landmark Basic Concepts in Music Education in 1958, and early reviews indicate that it will generate both critical discussion and acclaim.

Several themes recur:(1) that music and, therefore, music education exist in a variety of social and cultural contexts, even when examined in controlled situations; (2) that music teaching has not yet freed itself from its traditional over-reliance on technical training, in spite of attention to aesthetic education; and (3) that there is a remarkable undercurrent of agreement among this diverse group of authors concerning the profession’s basic obligation to expand and refine the musical sensitivity of all age group of Americans. This book reflects some advanced thinking about these themes, which establishes new foundations for next generation theorizing and research.