Engaging Students in Multimodal Arguments: Infographics and Public Service Announcements

Abstract

Purpose

To present the instructional activities of an intervention enacted in two formative experiment studies. The goal of these studies was to improve students’ argumentative writing, both conventional and digital, multimodal.

Design/methodology/approach

This chapter provides the instructional steps taken by high-school teachers as they integrated multimodal argument projects into their classroom, describing the planning and instructional activities needed to teach students both the elements of argument and the practice of digital, multimodal design.

Findings

The author discusses the practical pedagogical steps and considerations needed to have students create digital, multimodal arguments in the form of infographics and public service announcements. Students were engaged in the creation of these arguments; however, practical considerations are discussed for both task complexity and the merger between digital and conventional writing.

Practical implications

Research suggests that integrating digital tools and multimodality into classrooms may be needed and valued, but practical suggestions for this integration are lacking. This chapter provides the needed pedagogical application of digital tools and multimodality to academic instruction.

Citation

Howell, E. (2016), "Engaging Students in Multimodal Arguments: Infographics and Public Service Announcements", Writing Instruction to Support Literacy Success (Literacy Research, Practice and Evaluation, Vol. 7), Emerald Group Publishing Limited, Leeds, pp. 183-201. https://doi.org/10.1108/S2048-045820160000007012