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Article
Publication date: 30 May 2018

M. Delores Carlito

Students interact with information in many ways throughout the day, code switching between modes depending on their needs. Educators are finally realizing that composing in more…

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Abstract

Purpose

Students interact with information in many ways throughout the day, code switching between modes depending on their needs. Educators are finally realizing that composing in more than one mode is not only important, but also necessary. The purpose of this study is to examine the role of the academic library, the ACRL Framework and information literacy instruction in creating ethical, inspired users.

Design/methodology/approach

This paper looks at previously published work on multimodal discourse, how libraries have supported modes in the past and how the ACRL Information Literacy Framework highlights the need to teach students and faculty how to compose in many modes.

Findings

Librarians are already well-versed in many literacies, including information, visual and media. They are familiar with multimodal tools and the ethical issues related to the use of images, videos and sound files. While professors are proficient in subject matter, librarians are experts in the paradigm shift from print to multiple modes; therefore, by teaching faculty and students to locate, evaluate, use ethically and cite various modes, librarians become the primary resource on campus for creating multimodal artifacts. The strata used by Kress and Van Leeuwen, coupled with the ACRL Framework, are a model for future instructional design.

Originality/value

While much has been written on visual literacy, little is written on library support of multimodal discourse or combining several modes in one argument. This paper is alone in reviewing the past support of multimodal literacy in libraries and gives some sample activities for use in the academic library.

Details

Reference Services Review, vol. 46 no. 2
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 20 October 2021

Angie Zapata and Monica C. Kleekamp

Literacy research exploring multimodal composition and justice-oriented children’s literature each have rich landscapes and histories. This paper aims to add to both of these…

Abstract

Purpose

Literacy research exploring multimodal composition and justice-oriented children’s literature each have rich landscapes and histories. This paper aims to add to both of these bodies of scholarship through the emerging assemblage of Studio F, a fifth-grade classroom. The authors share poststructural analytic encounters with attention to the unexpected multimodal relationships and the justice-oriented talk and texts that emerged, as well as the classroom conditions that produce them.

Design/methodology/approach

The authors think with assemblage theory to examine the newness that emerged as one small group of students wrestled with the emerging instances of racism present in Freedom Summer by Deborah Wiles.

Findings

Together, the living arrangement of bodies, materials and discourses created openings for students’ explorations of race and racism.

Originality/value

This paper offers teachers and researchers space to rethink what is possible in the literacy classroom when the authors re-envision classrooms as vibrant assemblages, support emergent multimodal composing processes and follow students’ critical encounters toward justice-oriented literacies.

Details

English Teaching: Practice & Critique, vol. 21 no. 2
Type: Research Article
ISSN: 1175-8708

Keywords

Book part
Publication date: 6 September 2021

Rick Marlatt

This chapter documents a commitment to culturally responsive teaching through the implementation of multimodal text sets in English language arts teacher education. Using a…

Abstract

This chapter documents a commitment to culturally responsive teaching through the implementation of multimodal text sets in English language arts teacher education. Using a communities of inquiry framework inspired by justice-driven approaches to literacy learning, preservice teachers at New Mexico State University designed curriculum and instruction that considered the importance of students' digital literacies to meaning-making and communication. Through the presentation of a course unit that explores how multimodal text sets inspire literacy learning that is culturally relevant for students whose racial, linguistic, and cultural identities are often absent in mainstream school curricula, this chapter highlights the notion that digital literacies are accessible to and supportive of the minority serving educational institutions of New Mexico. Preservice teachers first considered what topics sparked their curiosity or inspired them to step into learning before exploring topics to which their future students will be drawn to investigate in language arts. Integrating two frameworks for creating text sets, preservice teachers then selected a targeted, canonical text around which to build their sets and supported it with multimodal scaffolding texts. Following the work and reflections of one focal student, this chapter offers unit descriptions, snapshots, and implications of personalized literacy experiences with creating inquiry-based, multimodal text sets in a secondary methods course.

Book part
Publication date: 9 May 2017

Rachel Heydon, Zheng Zhang and Beatrix Bocazar

Illustrated through ethnographic data drawn from a case study of a full-day kindergarten in Ontario, Canada, this chapter argues for an approach to inclusive curriculum that…

Abstract

Illustrated through ethnographic data drawn from a case study of a full-day kindergarten in Ontario, Canada, this chapter argues for an approach to inclusive curriculum that places the ethical relation at the center and promotes children’s rights through opportunities for multimodal communication. Theoretically, this case drew on multimodal literacy and ethical curricula. The study used ethnographic tools such as class observations, semi-structured interviews, and collection of children’s work. Findings indicate that responsive, ethical curricula through multimodal pedagogies were intrinsically inclusive of all children’s funds of knowledge and encouraged children to become curricular informants and take control of their choices of meaning making.

Article
Publication date: 3 August 2021

Autumn A. Griffin and Jennifer D. Turner

Historically, literacy education and research have been dominated by white supremacist narratives that marginalize and deficitize the literate practices of Black students. As…

Abstract

Purpose

Historically, literacy education and research have been dominated by white supremacist narratives that marginalize and deficitize the literate practices of Black students. As anti-Blackness proliferates in US schools, Black youth suffer social, psychological, intellectual, and physical traumas. Despite relentless attacks of anti-Blackness, Black youth fight valiantly through a range of creative outlets, including multimodal compositions, that enable them to move beyond negative stereotypes, maintain their creativity, and manifest the present and future lives they desire and so deeply deserve.

Design/methodology/approach

This study aims to answer the question “How do Black students' multimodal renderings demonstrate creativity and love in ways that disrupt anti-Blackness?” The authors critically examine four multimodal compositions created by Black elementary and middle school students to understand how Black youth author a more racially just society and envision self-determined, joyful futures. The authors take up Black Livingness as a theoretical framework and use visual methodologies to analyze themes of Black life, love and hope in the young people’s multimodal renderings.

Findings

The findings suggest that Black youth creatively compose multimodal renderings that are humanizing, allowing their thoughts, feelings and experiences to guide their critiques of the present world and envision new personal and societal futures. The authors conclude with a theorization of a Black Livingness Pedagogy that centers care for Black youth.

Originality/value

Recognizing that “the creation and use of images [is] a practice of decolonizing methodology” (Brown, 2013, loc. 2323), the authors examine Black student-created multimodal compositional practices to understand how Black youth author a more racially just society and envision self-determined, joyful futures.

Details

English Teaching: Practice & Critique, vol. 20 no. 4
Type: Research Article
ISSN: 1175-8708

Keywords

Book part
Publication date: 7 July 2017

Grace Oakley

This chapter explores how the creation of multimodal texts using digital technologies, including mobile devices, augmented reality and the World Wide Web can engage, support and…

Abstract

This chapter explores how the creation of multimodal texts using digital technologies, including mobile devices, augmented reality and the World Wide Web can engage, support and reposition primary school-aged literacy learners who have diverse needs. There is emphasis on how the creation of such texts can assist literacy learners in attaining reading comprehension, fluency and motivation.

Details

Inclusive Principles and Practices in Literacy Education
Type: Book
ISBN: 978-1-78714-590-0

Keywords

Book part
Publication date: 3 November 2017

Sally Brown

To explore the funds of knowledge that six emergent bilingual students build upon as they produce multimodal texts, how the practices surrounding these events are mediated, and…

Abstract

To explore the funds of knowledge that six emergent bilingual students build upon as they produce multimodal texts, how the practices surrounding these events are mediated, and the role of student agency within an ethnographic social semiotics framework. Ethnographic methods were used to document this yearlong study that included videotaping small group interactions, writing field notes, conducting interviews, and collecting multimodal work samples. The researcher served as a participant observer in a third-grade classroom where she met with students two days per week to interact with mulitmodal poetry. The findings reveal the media-rich popular culture and home digital practices students bring with them to school and the ways in which these resources were utilized for designing multimodal poetry. Several essential factors are discussed including funds of knowledge, role of play and creativity, nonlinear writing structures, and agentive design decisions. Multimodal text making requires a revamping of classroom literacy instruction that embraces multiple modes especially noting the importance of images, central role of experiential learning, and space for student choice thus empowering them as learners.

Details

Addressing Diversity in Literacy Instruction
Type: Book
ISBN: 978-1-78714-048-6

Keywords

Article
Publication date: 13 June 2019

Shin-ying Huang

This paper aims to propose a critical multimodal framework to understanding pedagogical materials that focuses on not only the verbal or the visual components but also the…

Abstract

Purpose

This paper aims to propose a critical multimodal framework to understanding pedagogical materials that focuses on not only the verbal or the visual components but also the interaction between the two semiotic resources that constructs power relations as a result of intermodal interaction, and it further provides an example of an in-depth analysis of one text using this approach.

Design/methodology/approach

The paper proposes a critical multimodal framework that draws from Serafini (2010) and Royce (1998). Details about how the two works complement to form a critical multimodal framework are discussed, after which the paper analyzes one example from an English-language textbook using the proposed framework to demonstrate its strengths.

Findings

The findings highlight the power relations constructed in texts as a result of the interaction between the verbal and visual components, specifically how the visual mode functions to rationalize the power relations constructed in the verbal mode. These findings also establish the significance for considering the larger context of materials production and reception identified in the ideological perspective to appreciate how texts reflect discourses in diverse locales.

Originality/value

This paper argues that even though critical multimodality has often been discussed conceptually in L1 literacy scholarship, how to put these conceptualizations into practice has not been addressed systematically. The paper also contends that critical perspectives to understanding multimodal texts are also important in L2 English-language teaching. The critical multimodal framework proposed thus serves as a conceptual and methodological framework for multimodal reading and interpretive practices in both L1 and L2 contexts.

Details

English Teaching: Practice & Critique, vol. 18 no. 1
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 30 October 2018

Brady Nash

This paper aims to explore recent research (2007-2017) on the implementation of multimodal writing instruction in secondary English courses. It seeks to highlight the varied ways…

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Abstract

Purpose

This paper aims to explore recent research (2007-2017) on the implementation of multimodal writing instruction in secondary English courses. It seeks to highlight the varied ways in which theoretical conceptions of multimodality have been implemented in writing instruction and the impacts of these implementations on students' experiences in classrooms.

Design/methodology/approach

The author used a keyword search of relevant academic databases to identity articles within the search parameters. This was followed by bibliographic branching to identify additional articles and two rounds of open coding to identify themes for analysis.

Findings

The literature revealed a diversity of approaches to incorporating multimodal writing in classrooms; teachers mixed modalities within assignments, paired writing in print with multimodal composition and redesigned entire units or courses around multimodality. Studies showed the impact of multimodality on student learning through shifts in conceptions of communication, increases in student engagement, composition for real audiences and an increased role for students’ interests and identities.

Practical implications

This review has implications for teachers and researchers interested in developing multimodal writing curricula. It highlights the specific ways in which multimodal writing can be incorporated into instruction and the changes in student learning that result from this shift.

Originality/value

While theoretical writing on multimodality is abundant, multiple researchers have noted the difficulty of finding research on classroom implementations of multimodality (Howell et al., 2017; Smith, 2017). This review is intended to address this difficulty by contributing to a body of literature that teachers and scholars can draw on as they conceptualize and design multimodal writing experiences for students in the future.

Details

English Teaching: Practice & Critique, vol. 17 no. 4
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 8 October 2019

Kate T. Anderson and Dani Kachorsky

This article presents an analysis of empirical literature on classroom assessment of students’ multimodal compositions to characterize the field and make recommendations for…

Abstract

Purpose

This article presents an analysis of empirical literature on classroom assessment of students’ multimodal compositions to characterize the field and make recommendations for teachers and researchers.

Design/methodology/approach

An interpretive synthesis of the literature related to practices and possibilities for assessing students’ multimodal compositions.

Findings

Findings present three overarching types of studies across the body of literature on assessment of student multimodal compositions: reshaping educational practices, promoting multiliteracies approaches to learning and evaluating students’ understanding and competence. These studies’ recommendations range along a continuum of more to less structural changes to “what counts” in classrooms.

Research limitations/implications

This review only considers studies published in English from 2000to 2019. Future studies could extend these parameters.

Practical implications

This analysis of the literature on assessing student multimodal compositions highlights foundational differences across studies’ purposes and offers guidance for educations seeking to revise their practices, whether their goals are more theoretical/philosophical, oriented toward reshaping classroom practice or focused on ways of measuring student understanding.

Social implications

Rethinking assessment can reshape educational practices to be more equitable, more theoretically commensurate with teachers’ beliefs and/or include more thorough and accurate measures of student understanding. Changes to any or all of these facets of educational practices can lead to continued discussion and change regarding the role of multimodal composition in teaching and learning.

Originality/value

This study fills a gap in the literature by considering what empirical studies suggest about why, how and what to assess with regard to multimodal compositions.

Details

English Teaching: Practice & Critique, vol. 18 no. 3
Type: Research Article
ISSN: 1175-8708

Keywords

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