Growing out of research in Technical Communication, Composition Studies, and Writing Program Administration, the articles in this dissertation explicitly seek to address changes in the practices and products of writing and writing studies wrought by the so-called “digital revolution” in communication technology, which has been ongoing in these fields since at least 1982 and the publication of the first Computers and Composition newsletter. After more than three decades of concentrated study, the problems posed by the communication revolution have been brought into clear relief by a succession of scholars, and the complex and semi-coordinated project of remediating ourselves, our discourses, and our disciplines is in many respects well underway. Nevertheless, significant challenges face multimodal pedagogy in the context of Writing Program Administration, challenges that take the form of entrenched conflict regarding the ownership and distribution of personal information and intellectual property. These articles examine problems at the level of the student, the teacher, and the program and argue for a new kind of Writing Program Administrator who uses multiliteracies to rethink how writing programs should produce and practice writing and the teaching of writing in the 21st-century
