The second section, Operation and Practice, is about training of multiliteracy center tutors, material practices of clients and consultants, and the networked environments tutors and clients find themselves within. Teddi Fishman’s “When it isn’t even on the Page: Peer Consulting in Multimedia Environments” contextualizes the work that occurs in the background of a multimedia literacy center by foregrounding peer training, tutoring, and the physical space of such a center. Scaffolding the learning for the tutors/associates through a three-tier semester-long course, Fishman’s aim is aquaint tutors with theory and practice and ensure they have the tools necessary for their jobs (60-61).Connecting the work of multimedia literacy tutors/associates with already established writing center practices for peer tutoring, Fishman is careful to note that multimedia literacy centers have their own sets of issues surrounding technology and offers commentary on these issues. Fishman also discusses the physicality of the multimedia literacy center by stating the team chose furniture for its flexibility for cross purposes (64).

David M. Sheridan discusses multiliteracy consulting methods situated within material practices in “All Things to all People: Multiliteracy Consulting and the Materiality of Rhetoric.” His premise connects the material practices that people used to parcel out to specialists like graphic designers and typesetters who now engage with the work directly alongside the literacies needed by multiliteracy consultants about these practices to engage and tutor students. Extending Stuart Selber’s work of functional literacy, Sheridan widens the literacies for consultants to include three areas: an understanding of “material forms”; an understanding of “material processes of production and distribution”; and an understanding of “pedagogical literacies” (83). Using these three literacy areas, Sheridan dubs the consultants “superconsultants” for all of the modes, materialities, and genres that consultants have to be aware of when tutoring students. He then presents a four point approach for not only helping to develop superconsultants but also to “preserve the richness and complexity of wrestling with multimodal rhetoric as an embedded practice” (85).

Richard Selfe’s “Anticipating the Momentum of Cyborg Communicative Events” argues that writing center workers are all networked through “the furniture, the schedule, the assignment, and the technology . . . [as] agents in this drama” (115-16). And through this networking all pieces affect how writing center workers and clients work in their environments. Ultimately, he proposes to contribute to national efforts to understand literacy practices such as the DALN to study these networks.