Relevant bibliographies by topics / Multimodal literacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Multimodal literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Multimodal literacy"

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Jakobsen, Ingrid Karoline. "Inspired by image: A multimodal analysis of 10th grade English school-leaving written examinations set in Norway (2014-2018)." Acta Didactica Norge 13, no. 1 (March 15, 2019): 5. http://dx.doi.org/10.5617/adno.6248.

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AbstractWhat role does multimodality play in assessment in the English subject in Norway? This article focuses on final written examinations from 2014 to 2018 and investigates the multimodal literacy skills that examinations invite lower secondary school students to demonstrate. Examinations in the English subject are digital and technically open to a rich multimodal practice. Analysis in this article finds that the texts to be read in examinations are carefully designed multimodal texts, with plentiful use of visual aspects of writing and with images that add significantly to the creation of complex cohesive ensembles. When it comes to the examination tasks, however, the opportunity for the students’ multimodal output is limited and ambiguous. In sum, there is an imbalance between input and output.Keywords: multimodal literacy, multimodal texts, English, assessment, lower secondary schoolInspirert av bilder: En multimodal analyse av sentralt gitt skriftlig eksamen for 10. trinn i engelsk i Norge fra 2014 til 2018SammendragHvilken rolle spiller multimodalitet i engelskfagets vurderingspraksis i Norge? Denne artikkelen fokuserer på avsluttende skriftlig eksamen fra 2014 til 2018, og undersøker hvilken multimodal literacy (tekstkyndighet) eksamen legger opp til at ungdomsskoleelever får vise fram. Eksamen i faget er digital og teknisk sett åpner den for en rik multimodal praksis. Analysen i artikkelen viser at eksamenstekstene elevene leser er nøye designede multimodale tekster, med rikelig bruk av visuelle aspekter ved skrift, og med bilder som bidrar til komplekse, helhetlige, sammensatte tekster. Når det gjelder eksamensoppgavene derimot, er elevens mulighet til å uttrykke seg multimodalt både begrenset og tvetydig. Alt i alt er det en ubalanse mellom det som skal leses og det som skal skrives til eksamen. Nøkkelord: multimodal literacy, sammensatte tekster, engelsk, vurdering, ungdomstrinn
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Ajayi, Lasisi. "Critical Multimodal Literacy." Journal of Literacy Research 47, no. 2 (June 2015): 216–44. http://dx.doi.org/10.1177/1086296x15618478.

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Damayanti, Isma, Mutsyuhito Solin, and Evi Eviyanti. "The Development of Activity Literacy Teaching Material Based on Multimodal of Literacy for the grade 4th at SDS Amir Hamzah." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 3 (August 25, 2020): 1435–44. http://dx.doi.org/10.33258/birle.v3i3.1209.

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This study aims to: (1) Describe the development of multimodal literacy-based literacy teaching materials at SDS Amir Hamzah. (2) Testing the feasibility of teaching materials for literacy activities based on multimodal literacy at SDS Amir Hamzah. (3) Testing the effectiveness of teaching materials for literacy activities based on multimodal literacy at SDS Amir Hamzah. This research is a development research using the ADDIE development model, namely: Analysis, Design, Development, Implementation, and Evaluation. The subjects of this study were the fourth grade students of SDS Amir Hamzah in the 2019/2020 academic year consisted of 21 students. The instruments used are questionnaires of expert validity, student and teacher responses, and student performance rubrics using literacy activity teaching materials. The results of this study indicate that (1) the process of developing teaching materials for literacy activities based on multimodal literacy includes five steps, namely: analysis, design, development, implementation, and evaluation. (2) The literacy activity teaching materials of multimodal literacy-based are feasible to use with an average percentage of 88.47% and very feasible criteria. (3) The effective multimodal literacy-based literacy activity teaching materials are used with a gaincore value of 0.575.
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Jensen, Amy Petersen. "Multimodal Literacy and Theater Education." Arts Education Policy Review 109, no. 5 (May 2008): 19–28. http://dx.doi.org/10.3200/aepr.109.5.19-28.

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Huang, Shin-ying. "Critical multimodal literacy with moving-image texts." English Teaching: Practice & Critique 16, no. 2 (September 4, 2017): 194–206. http://dx.doi.org/10.1108/etpc-02-2017-0018.

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Purpose This paper aims to examine language learners’ critical multimodal literacy practices with a moving-image text, focusing on text comprehension and interpretation rather than text production. It takes a critical perspective towards multimodality and proposes the simultaneous emphasis on critical and multimodal literacies. Design/methodology/approach This qualitative teacher-inquiry adopts critical multimodal literacy as the framework for understanding learners’ literacy practices. The course implementation highlights images, sounds and words as encompassing the five modes of visual, aural, linguistic, gestural and spatial (Arola et al., 2014) in emphasizing the multimodal in critical multimodal literacy, and the purposeful organization of the images, sounds and words as reflecting the critical in critical multimodal literacy. The analysis also adopts Serafini’s (2010) concentric perceptual, structural and ideological perspectives as the tenets of critical multimodal literacy. Findings The findings show that focusing on images, sounds, words and their purposeful organization enabled the students to critically examine a moving-image text through considerations for the multiple modes and arriving at the structural and ideological interpretive perspectives. Originality/value This study fills a gap in the literature, as very little research has been done to investigate the ways in which language learners engage with, that is, comprehend and interpret, moving-image multimodal texts. In addition, it presents a critical multimodal literacy framework based on Serafini’s (2010) tripartite perspectives and offers pedagogical suggestions for incorporating critical multimodal literacy in language classrooms.
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Ngatman, Ngatman, Ratna Hidayah, Suhartono Suhartono, Tri Saptuti Susiani, Moh Salimi, and Wahyu Khasanah. "Optimizing Multimodal Literacy in Elementary School Learning." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (December 19, 2019): 339. http://dx.doi.org/10.20961/shes.v2i1.38199.

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<em>This article is a theoretical review for describing multimodal literacy in elementary school learning. The exposure in this article is based on the application of multimodal literation. This paper relates to the pedagogic aspect of the implementation of multimodal literacy learning in the view of constructivism. Learning aims to prepare students for the era of the 4.0 Industrial Revolution. The idea of Literation has now changed because at this time it relates to digital content. Thus, multimodal literacy needs to be examined to explain the role of multimodal literacy in elementary school learning</em>
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Miki, Mclean HY. "INVESTIGATING OF PRE- SERVICE TEACHERS’ PERCEPTION AND READINESS TO DIGITAL MULTIMODAL LITERACY AT LAKIDENDE UNIVERSITY." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 6, no. 1 (June 30, 2020): 62–68. http://dx.doi.org/10.21009/ijlecr.061.08.

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The era of 21st century learning literacy is not confined to communication based on reading and writing only traditional printed texts. New kinds of literacies extend to multimedia projects and multimodal texts, which include visual, audio, and technological elements to create meanings. Hence, multimodal literacy has gained more attention amongst literacy educators, researchers and curriculum authorities. The purpose of this study is to investigate the perception and the readiness of English teacher in 21st multimodal literacy in this era of new types of communication. The research conducts an online survey research at Lakidende University. The findings describe the demographic teacher with multimodal literacy which related to the teacher have positive attitude in using a digital media tools, that indicated that they ready to use digital multimodal literacy.The implications of this research give direction and new perspective in using multimodal literacy for English classroom. It suggests that could be better supported by university environment, stakeholders, and government in developing the quality of English teachers’ professional development.
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Fiftinova, Fiftinova, Nandang Heryana, and Ida Rosmalina. "Exploring Lecturers’ Standpoints in Composing Digital Fiction and Students’ Multimodal Literacy Level." Register Journal 15, no. 2 (September 7, 2022): 264–83. http://dx.doi.org/10.18326/rgt.v15i2.264-283.

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Multimodality which encourages the combination of text, image, sound, and videos could be varied from class to class. Multimodal literacy as a new dimension of literacy in the 21st century has emerged as a critical skill that EFL students must develop, given its role as a source of meaning in communication. The purpose of this study was to identify the level of students’ multimodal literacy and to identify lecturers’ standpoints on students’ multimodal literacy. This study was conducted both quantitatively and qualitatively and involved 71 EFL students who took creative writing subject in an English education program in one state university in South Sumatera. The data were collected by distributing a questionnaire from Bulut et al. (2015) and by interviewing 3 lecturers who taught the subject. Descriptive statistics and one-way ANOVA were used to determine mean, standard deviation and differences in terms of gender and classes with different lecturer; qualitative data were thematically analyzed to categorize the themes. The results indicated that students’ multimodal literacy level was categorized high as indicated by the mean of each aspect of questionnaire: 4.22, 4.11 and 3.6 respectively. There was no different level of multimodal literacy between male and female students, and different lecturers with different instructions did not influence the level.. Finally, the lecturers perceived positively to students’ multimodal literacy . Similarly, referring to the lecturers’ view, the students gave positive attitude towards multimodal writing and hence making their multimodal digital fiction successful. Keywords: Multimodal Literacy, Digital Fiction, Creative Writing, EFL
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Taylor, Sheryl V., and Cynthia B. Leung. "Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning." Early Childhood Education Journal 48, no. 1 (September 11, 2019): 1–10. http://dx.doi.org/10.1007/s10643-019-00974-0.

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Campbell, Terry A. "Why multimodal literacy matters: (Re)conceptualizing literacy and wellbeing through singing-infused multimodal, intergenerational curricula." International Review of Education 64, no. 2 (December 26, 2017): 283–85. http://dx.doi.org/10.1007/s11159-017-9699-1.

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Dissertations / Theses on the topic "Multimodal literacy"

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Ferguson, Ralph. "Multimodal Literacy as a form of Communication : What is the state of the students at Dalarna University multimodal literacy?" Thesis, Högskolan Dalarna, Ljud- och musikproduktion, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-16835.

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Literacy is an invaluable asset to have, and has allowed for communication, documentation and the spreading of ideas since the beginning of the written language. With technological advancements, and new possibilities to communicate, it is important to question the degree to which people’s abilities to utilise these new methods have developed in relation to these emerging technologies. The purpose of this bachelor’s thesis is to analyse the state of students’ at Dalarna University mulitimodal literacy, as well as their experience of multimodality in their education. This has led to the two main research questions: What is the state of the students at Dalarna University multimodal literacy? And: How have the students at Dalarna University experienced multimodality in education? The paper is based on a mixed-method study that incorporates both a quantitative and qualitative aspect to it. The main thrust of the research paper is, however, based on a quantitative study that was conducted online and emailed to students via their program coordinators. The scope of the research is in audio-visual modes, i.e. audio, video and images, while textual literacy is presumed and serves as an inspiration to the study. The purpose of the study is to analyse the state of the students’ multimodal literacy and their experience of multimodality in education. The study revealed that the students at Dalarna University have most skill in image editing, while not being very literate in audio or video editing. The students seem to have had mediocre experience creating meaning through multimodality both in private use and in their respective educational institutions. The study also reveals that students prefer learning by means of video (rather than text or audio), yet are not able to create meaning (communicate) through it.
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Smith, Mandy Beth. "How Students Use Multimodal Composition to Write About Community." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211985069.

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Bowers, George Bret. "Post-Literacy: Designing Writing Curricula around Emerging Literate Activities." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363602814.

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Hollo, Kevin R. "(Re)Framings: A Multimodal Interrogation of Reading as Writing." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1164916147.

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Jackson-Howard, Cynthia Darlene. "Teachers' Perceptions of Multimodal Literacies in Middle School Health Literacy Programs." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/322.

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Health literacy, defined as the ability to understand and use health information to make informed decisions, is critical to maintaining health; however, not all U.S. states mandate strategies to improve adolescents' health literacy. Moreover, many middle school teachers are often unaware of how their roles could improve the health literacy of their students. Multimodal literacies help students to create meaning through viewing print-based resources and using digital technologies. The purpose of this study was to investigate teachers' perceptions of the effectiveness of multimodal literacies on adolescents' overall health literacy via the introduction of health literacy programs into the curriculum. This qualitative research data were gathered, analyzed, and categorized using unstructured narrative interviews and the research was guided by the socioecological model. A phenomenological approach was used to conduct in-depth interviews with 6 middle school teachers. These interviews yielded 4 common themes: efficacy of multimodal literacy, health literacy, blending cultures, and responsibility. The results suggested that (a) multimodal literacies with adolescent literacy components can be used in the middle school curriculum, and that (b) these literacies can help inform policy changes. Understanding teachers' perceptions about multimodal literacy could help to improve adolescent health literacy in the middle school system. Positive social change could occur if school systems understand the utility of incorporating adolescent health literacy in the present curriculum. Doing so could help reduce future health care costs and improve the future health of students.
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Hawkins, Jill Suzanne. "SOUNDS WRITE: EMBRACING MULTIMODAL TEXTS AS LITERATE COMPOSITION." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1317006310.

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Kirsten, Monica. "Multilingual/multicultural aspects of visual literacy and interpretation in multimodal educational communication." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The aim of this thesis was to investigate the use of visual images in print texts produced for language teaching and learning. It tested the manner in which learners from different cultural contexts relate to selected visual images in language textbooks prepared for use in secondary schools. More specifically it aimed to gain clarity on how certain visual elements, relevant to the illustration of people, contribute to encouraging students to access their learning material. The research aimed to gain insight into the way in which visuals can be bridges or barriers to reading and thus also to learning in learner-centred language education in a multilingual/multicultural South African context.
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Young, Whitney J. "Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk"." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984127/.

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Current literacy assessments are focused on a single mode of meaning-making (reading and writing, whether oral or written) and assume that literacy and language are "fixed systems"-- comprised of discrete skills that can be taught and measured in isolation. This validation and privileging of a single mode of assessment has resulted in children labeled "At-risk" falling significantly behind those without this label. This study investigates what a teacher can learn from a diverse range of assessment forms and modes. In a fourth-grade self-contained classroom, students engaged in multimodal assessments and created multimodal portfolios. Five students labeled "At-risk" were chosen for a deeper analysis. Students' artifacts, interviews, and observations served as the main data sources. Both narrative analysis and analysis of narrative were utilized to generate a more complete narrative of these five students as meaning makers and communicators. The general findings suggest that these children labeled "At-risk" were, in fact, able to engage in multimodal thinking and communication from a critical stance.
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Feger, Mary-Virginia. "Multimodal Text Designers: A Case Study of Literacy Events in a Multicultural Context." [Tampa, Fla.] : University of South Florida, 2009. http://digital.lib.usf.edu/?e14.2816.

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Krause, Margaret Billings. "Facilitating a Transdisciplinary Approach in Teacher Education Through Multimodal Literacy and Cognitive Neuroscience." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5718.

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This dissertation is a compilation of research and theoretical papers based on the affordances of multimodal literacies for marginalized learners and for pre-service teachers’ developing conceptualizations of literacy. Through a transdisciplinary lens, the author considers complex issues presented in traditional, print-based learning environments that potentially marginalize learners in their developing abilities to become successful participants in the multiple literacies in the real world. Three studies focus on pre-service teachers and their developing understanding of effective literacy-related classroom practices. Chapter Three explores potential affordances of a multimodal learning environment for pre-service teachers with self-identified reading difficulties. The phenomenological study highlights differing needs of pre-service teachers with reading difficulties as they navigate the meaning-making process within a literacy methods course. Further, it provides tangible examples of the interplay between neurocognitive mechanisms and the social and cultural factors students face as they work within a variety of modal platforms. Through a qualitative case study, Chapters Eight and Nine explore the ways multimodal learning experiences within a literacy methods course influenced pre-service teachers’ literacy identities and how their developing identities translated into classroom pedagogical decisions. Chapter Nine proposes a framework for understanding pre-service teachers’ developing literacy identities. Chapters Five and Six explore the needs of learners marginalized in traditional, print- based classrooms through a critical and theoretical lens. Chapter Five explores the authentic literacy practices of the author’s son, who is identified as a talented learner, yet unmotivated in the traditional classroom setting. She argues traditional conceptualizations of literacy as reliant on print forms of text are outdated and unresponsive to the dynamic changes of the 21st century. Further, the author argues the lack of responsiveness to dynamic and multimodal characteristics of the globalized world contribute to the perceived lack of motivation talented boys demonstrate in school-based literacy spaces. Chapter Six provides a review the literature on the “functional circuitry of the reading brain” (Schlaggar & McCandliss, 2007), and it reviews neuroscientific studies of individuals with developmental dyslexia (Lyon, Shaywitz, & Shaywitz, 2003), which provide evidence for amodal sluggish attentional shifting (SAS) as a causal factor for amodal temporal processing deficits. The author provides autoethnographic vignettes between research and theoretical papers, serving as insight into the author’s journey in her own literacy identity development. While chapters following each vignette utilize a variety of qualitative methodologies and review empirical research, the author’s goal is to take the reader on a journey as she weaves together her work as a literacy researcher and educator. Ultimately, the author’s intention is to evoke both emotion and greater understanding about what it means to be literate in our dynamic society.
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Books on the topic "Multimodal literacy"

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Heydon, Rachel, and Susan O’Neill. Why Multimodal Literacy Matters. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-708-5.

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Multimodal literacy: Researching classroom practice. Marrickville Metro, N.S.W: E:lit - Primary English Teaching Association, 2011.

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Dobinson, Toni, and Katie Dunworth, eds. Literacy Unbound: Multiliterate, Multilingual, Multimodal. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01255-7.

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Jewitt, Carey. Technology, literacy, learning: A multimodal approach. London: Routledge, 2005.

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Joyce, Helen De Silva. Multimodal and visual literacy in the adult language and literacy classroom. Darlinghurst, NSW, Australia: NSW AMES, 2014.

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Association, United Kingdom Literacy, ed. Beyond words: Developing children's response to multimodal text. Leicester: UKLA, 2010.

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Graphic encounters: Comics and the sponsorship of multimodal literacy. New York: Bloomsbury Academic, 2013.

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Bearne, Eve. Visual Approaches to Teaching Writing: Multimodal Literacy 5 - 11. London: Sage Publications Ltd., 2007.

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Michele, Anstey, ed. Evolving pedagogies: Reading and writing in a multimodal world. Carlton South, Vic: Education Services Australia, 2010.

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Narey, Marilyn J., ed. Multimodal Perspectives of Language, Literacy, and Learning in Early Childhood. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44297-6.

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Book chapters on the topic "Multimodal literacy"

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Knain, Erik. "Multimodal Representations." In Scientific Literacy for Participation, 59–84. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-896-1_3.

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Lim, Fei Victor, and Lydia Tan-Chia. "Advancing Multimodal Literacy Learning." In Designing Learning for Multimodal Literacy, 122–44. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003258513-8.

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Heydon, Rachel, and Susan O’Neill. "Introduction." In Why Multimodal Literacy Matters, 1–21. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-708-5_1.

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Heydon, Rachel, and Susan O’Neill. "Intergenerational Multimodal Singing-Infused Curriculum." In Why Multimodal Literacy Matters, 23–51. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-708-5_2.

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Heydon, Rachel, and Susan O’Neill. "The Curriculum." In Why Multimodal Literacy Matters, 53–117. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-708-5_3.

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Heydon, Rachel, and Susan O’Neill. "Towards a (Re)conceptualization of Wellbeing through Singing-Infused Multimodal, Intergenerational Curriculum." In Why Multimodal Literacy Matters, 119–38. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-708-5_4.

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Lim, Fei Victor, and Lydia Tan-Chia. "Designing for Multimodal Literacy Learning." In Designing Learning for Multimodal Literacy, 18–36. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003258513-2.

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Marshall, Bethan. "Multimodal Literacy at King’s College London." In Literacy Teacher Educators, 149–59. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-200-6_12.

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Lim, Fei Victor, and Lydia Tan-Chia. "Teaching Digital Multimodal Composing." In Designing Learning for Multimodal Literacy, 71–88. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003258513-5.

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Lim, Fei Victor, and Lydia Tan-Chia. "Multimodal Literacy Learning with Digital Texts." In Designing Learning for Multimodal Literacy, 54–70. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003258513-4.

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Conference papers on the topic "Multimodal literacy"

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Sanchez, Suana, Heng Gu, Kai Kunze, and Masahiko Inami. "Multimodal literacy." In the 2015 ACM International Joint Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2800835.2807940.

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Riesky, Riesky. "Multimodal Literacy for Improving Presentation Quality." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007170805540558.

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Anderson, Khalil. "Real-time Feedback for Developing Conversation Literacy." In ICMI '22: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3536221.3557031.

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Gu, Heng, Susana Sanchez, Kai Kunze, and Masahiko Inami. "An augmented e-reader for multimodal literacy." In the 2015 ACM International Joint Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2800835.2800897.

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Pramono, Satrio Aji, and Didi Suherdi. "Exploring EFL Pre-service Teachers' Multimodal Literacy." In the 2019 4th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3345094.3345103.

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Arsita, Adya, Kusrini, and Terra Bajraghosa. "Multimodal Approach in Advacing the Visual Literacy." In 1st International Conference on Interdisciplinary Arts and Humanities. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008544200140019.

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Hutchison, Amy. "Using Virtual Reality for Multimodal Science and Literacy Learning." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430339.

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Henry, Laurie, and Lisa Zawilinski. "LITERATURE CIRCLES IN 3D: MULTIMODAL COMMUNICATIONS FOR LITERACY LEARNING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1721.

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Schwartz, Maureen. "Multimodal Approach to ENL's Oral Language With Literacy and Dialogue." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1432867.

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Swertz, Christian. "Media and Method: Media Literacy as a True Multimodal Narrative." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436508.

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