Incorporating multimodal projects for enhancing Millennial learning

Millennial students are different from past generations in that they have had unlimited access to digital technology for a majority of their existence (Considine, Horton, & Moorman, 2009). The use of technology represents a cultural shift; therefore Millennial students bring a diverse and unique set of literacy skills never witnessed before. Support has been found for including multimodal practices in learning and teaching; however, limited literature has examined theoretical support for incorporating multimodal projects in curriculum. This paper outlines theoretical support for incorporating a multimodal project in retailing, consumer behavior and marketing courses