This dissertation examines the effectiveness of a low-bridge, minimalist approach to addressing multiliteracies online at the Writing Center at the University of North Carolina at Chapel Hill. In the 2016-17 academic year, 110 students from 41 English composition classes received feedback on multiliteracy projects they submitted to the Writing Center's asynchronous online service. The students and their writing coaches were surveyed and interviewed about their experiences using the Writing Center's online service for the purpose of feedback on multiliteracy projects. In preparation for giving this feedback, tutors were provided only a limited amount of multiliteracy-focused training that was proportional to the training they routinely receive in other areas. The results of the study indicated that students were satisfied with the feedback they received, that their writing coaches felt confident and comfortable leveraging their existing training and skills to respond to multiliteracy projects, and that when students heard about the service at a point of need, there was demand for multiliteracy support from the Writing Center. While both students and coaches had suggestions for ways to improve the service, the changes that they suggested were feasible and did not necessitate radically overhauling the center's existing online coaching training. Furthermore, the asynchronous online format unexpectedly proved to be an effective medium for supporting multiliteracies because students had minimal barriers to trying the service. Although some writing center scholars have suggested that writing centers need to be overhauled to accommodate multiliteracies, this study shows that in some institutional contexts, a minimalist approach to addressing multiliteracies online in a writing center can work and may be preferable to a more drastic transformation of existing services. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]