Beyond the practical and theoretical groundings, pre-service English teachers need reassurance that multimodal pedagogies will meet the needs of their future students. This reassurance may come from the pre-service teachers' own experience as provided by college writing instructors who value and afford space for multimodal composition assignments in their own coursework. It may also come from the close affiliation between multimodal pedagogies and student-centered theories of instruction. According to Takayoshi, Hawisher, and Selfe (2007, p. 3) "The more channels students (and writers generally) have to select from when composing and exchanging meaning, the more resources they have at their disposal for being successful communicators." As a result, if teachers capitalize on their students' communicative and rhetorical strengths, they will increase the likelihood of "teaching every student who comes through [their] doors" (Selfe, forthcoming, p.10). In addition, "[i]t is the thinking, decision making, and creative problem solving involved in creating meaning through any modality that provide the long-lasting and useful lessons students can carry into multiple communicative situations" (Takayoshi, Hawisher, & Selfe, 2007, p. 4).  

Equipped with this knowledge, pre-service English teachers can rest easy that the incorporation and requirement of multimodal elements into their composition assignments has both merit and foresight.   These are the educators that will help lead the charge across the "precipice of change": may those who prepare them offer experience and insight into multimodal composition's [re]fresh[ing] perspectives.