Relevant bibliographies by topics / Multimodal literacy practices

Academic literature on the topic 'Multimodal literacy practices'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Multimodal literacy practices"

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Archer, Arlene Hillary. "A Multimodal Approach to Academic Literacy Practices." International Journal of Learning: Annual Review 12, no. 3 (2006): 213–20. http://dx.doi.org/10.18848/1447-9494/cgp/v12i03/46800.

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Cappello, Marva, Angela M. Wiseman, and Jennifer D. Turner. "Framing Equitable Classroom Practices: Potentials of Critical Multimodal Literacy Research." Literacy Research: Theory, Method, and Practice 68, no. 1 (August 22, 2019): 205–25. http://dx.doi.org/10.1177/2381336919870274.

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This article presents an illustrative case study to explore the classroom potentials of critical multimodal literacy. We feature Marcela’s multimodal response to demonstrate how she engaged with visual and textual tools for learning. Illustrative cases are especially useful to explore a particular issue and often involve in-depth analysis of qualitative data that represents theoretical constructs or significant findings. Critical multimodal literacy is a framework that we developed from a synthesis of the research literature to describe the ways that children use tools (e.g., sketches, videos) for personal meaning-making, critique, and agentive learning in classrooms. Findings from the critical analysis of a young Latina fourth-grader’s multimodal production illuminate our framework, which consists of the following four components: communicate and learn with multimodal tools; restory, represent, and redesign; acknowledge and shift power relationships; and leverage multimodal resources to critique and transform sociopolitical realities all seen through an equity lens. We conclude with implications for how this critical multimodal literacy framework can promote equitable classroom practices that expand the literacy learning of all students.
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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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Kuo, Hsiao‐Chin. "Multimodal Literacy through Children’s Drawings in a Romani Community." International Journal of Literacy, Culture, and Language Education 4 (August 1, 2015): 90–104. http://dx.doi.org/10.14434/ijlcle.v4i0.26918.

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Being part of an ethnographic research project, which investigated the funds of knowledge and literacy practices of a Romani community in northwestern Romania, this paper presents an exploratory examination, seeking ways to understand drawings and sketches as multimodal texts produced by five Romani children in this community. In general, Romani people, living on the margins of society, have often been labeled illiterate and been discriminated against. The examination of these Romani children’s drawings and sketches illuminated two features of their multimodal literacy practices— intertextuality and design—and scrutinized the stereotype of illiteracy thrust upon the Romani people. Based on the examination of the multimodal literacy practices of these Romani children, implications are drawn, including pedagogical applications, and future research directions are suggested.
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Almusharraf, Norah, and Joseph Engemann. "Postsecondary Instructors’ Perspectives on Teaching English as a Foreign Language by Means of a Multimodal Digital Literacy Approach." International Journal of Emerging Technologies in Learning (iJET) 15, no. 18 (September 25, 2020): 86. http://dx.doi.org/10.3991/ijet.v15i18.15451.

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It can be argued that multimodal digital literacy practices promote the development of literacy skills needed for today’s world without being constrained to one mode of learning. Anecdotal evidence suggests that the employment of multimodal practices during instruction within EFL classrooms in the Kingdom of Saudi Arabia (KSA) is minimal and fraught with obstacles to its effective utilization. It is, therefore, essential to determine whether this is the case and, if so, to develop strategies that would ameliorate this situation. This study, therefore, sought to identify KSA postsecondary EFL instructors’ self-reporting of their use of various types of technology, computer software, and online software; the different teaching/learning and assessment strategies that they employ; the obstacles they face with the use of technology in their classrooms; and their beliefs about the use of multimodal digital literacy practices for teaching and learning. The study, which was based on the premises of social semiotic theory, utilized a mixed-methods design from which survey and focus group interview data were triangulated. The findings demonstrated that while most postsecondary EFL instructors have a strong positive attitude towards multimodal digital literacy practices and make robust use of specific types of technology and software programs, obstacles prevent these practices from being more widely and frequently deployed in the KSA. Suggestions for how to make a transformation to a more pronounced use of multimodal practices happen, and the limitations to the study are also presented.
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Kitsiou, Roula, and Marianna Kondyli. "Intersections of Multimodal and Critical Literacy in Teacher Education: Multimodal Literacy Practices to Reconstrue Ideologically Charged Texts." International Journal of Literacies 27, no. 2 (2020): 1–16. http://dx.doi.org/10.18848/2327-0136/cgp/v27i02/1-16.

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McGlynn-Stewart, Monica, Leah Brathwaite, Lisa Hobman, Nicola Maguire, and Emma Mogyorodi. "Open-Ended Apps in Kindergarten: Identity Exploration Through Digital Role-Play." Language and Literacy 20, no. 4 (January 7, 2019): 40–54. http://dx.doi.org/10.20360/langandlit29439.

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This 2-year research study followed 14 kindergarten classrooms in Ontario as they used open-ended tablet applications to support literacy learning. Through multimodal slideshows the children explored identities such as reporter, teacher, and architect during self-initiated role-play. The slideshows they created demonstrated multimodal productions that were longer, more complex, and more varied than their literacy production with traditional literacy tools and practices. Rather than supplanting traditional kindergarten meaning-making practices such as role-play, children folded digital affordances into their play in ways that expanded the range of identities they explored and the tools and practices with which they explored them.
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Moses, Lindsey, and Stephanie Reid. "Supporting Literacy and Positive Identity Negotiations with Multimodal Comic Composing." Language and Literacy 23, no. 1 (February 22, 2021): 1–24. http://dx.doi.org/10.20360/langandlit29502.

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This study explores how an alternative writing unit with a focus on comics, choice, and publishing supported positive identity development in a fourth-grade classroom. Many traditional literacy practices with an emphasis on skills marginalize students from under-represented populations. This study reports literacy practices that countered the production of previously established unequal relationships and instead supported bilingual students’ negotiation of positive identities. We conducted an analysis of two bilingual case studies to examine the ways in which the shift from traditional literacy skills/practices to multimodal formats provided opportunities for students who were traditionally marginalized to renegotiate identities as experts and authors.
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Flewitt, Rosie, Melanie Nind, and Jane Payler. "`If she's left with books she'll just eat them': Considering inclusive multimodal literacy practices." Journal of Early Childhood Literacy 9, no. 2 (July 30, 2009): 211–33. http://dx.doi.org/10.1177/1468798409105587.

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This article reports on aspects of a small-scale study conducted in the south of England that explored the learning experiences of three four-year-old children with identified special educational needs, who attended a combination of early education settings — one `more special' and one `more inclusive' (Nind et al., 2007). The article reflects on the concept of inclusive literacy, and proposes that a model of literacy as social practice can provide an enabling framework for understanding how young children with learning difficulties interpret and use a range of shared sign systems. Drawing on an ethnographic, video case study of one girl, Mandy,1 the article gives an overview of her observed literacy experiences at home and in the two educational settings she attended, and then focuses on the collaborative, multimodal nature of the literacy events and practices she encountered. Detailed multimodal analysis of a selected literacy event highlights the salience of embodied action and the shapes of inclusive learning spaces, and points to the importance of valuing individuals' idiosyncratic and multimodal meaning-making. The article concludes with discussion of how opportunities for literacy learning can be generated effectively in an inclusive learning environment for young children with learning difficulties. The study was funded by Rix Thompson Rothenberg Foundation (RTR).
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Mills, Kathy A. "Shrek Meets Vygotsky: Rethinking Adolescents' Multimodal Literacy Practices in Schools." Journal of Adolescent & Adult Literacy 54, no. 1 (September 2010): 35–45. http://dx.doi.org/10.1598/jaal.54.1.4.

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Dissertations / Theses on the topic "Multimodal literacy practices"

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Hagge, Julia. "Subtext of Decisions: Literacy Practices in the Context of Coding." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6247.

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In this dissertation I present findings from a qualitative case study of five early adolescents engaged in an online programming community. As a researcher, I was interested in how early adolescents designed digital media as they learned how to code within an online programming community known as Scratch. My research was guided by two questions: (1) What are the literacy practices and processes embedded in the design and collaboration of products created within an online programming community? (2) In what ways do participants make decisions in the design of their projects created in Scratch? The data collected for this descriptive case study included participant created digital media products, interviews, observations, and online community artifacts. Based upon a content analysis of the digital media products and an inductive analysis of the interviews, observations, and community artifacts data, I determined participants demonstrated decisions connected to the design of projects created, decisions focused on the function of projects, and decisions connected with meaning. I created a typography to represent the decisions made by participants as they created projects in Scratch. Additionally, participants expressed a sense of accomplishment and expertise in Scratch product development. Findings from this research provide a nuanced understanding of the literacy practices and processes enacted by early adolescents as they create digital media in an online programming community via the use of coding.
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Toney, Jennifer L. Toney. "Third Grade Students Literacy Practices As They Compose Multimodal Texts In A Digital Writing Workshop." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1508600000499313.

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Olding, Christine Jane. "Composing Processes of Musicians: A Case Study Approach." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1572872308873529.

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Tan, Lee Wee Lynde. "Adolescent literacies, multimodal textual repertoires and digital media : exploring sites of digital literacy practices and learning, inside and outside school." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587530.

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In this thesis, I have argued that only when literacy is understood as a 'social practice and the repertoires of the students who use it considered, can a spirit of learner-centeredness be enacted in Singapore's schools. It argues that adolescents engage in multi modal textual repertoires, in and out of school, which comprise the collective assembly, production on the go, mu!titasking and fun. These findings lead to an important understanding that literacy practices may be best understood as a complex configuration of school and home practices which cannot be easily disaggregated into separable school and home practices. This thesis also suggests that literacy and learning are inseparable in social practice, regardless of the sites of their occurrences. Rather than framing school and outside school as two clearly-bounded domains of literacy practices, this thesis contends that the connection between them is captured by the relationship amongst literacy demands, practices and technology affordances. Although this thesis shows that adolescents emphasise the social affordances of digital media in their out-of-school literacy practices, it argues that their participation in these practices have enabled them to meet the demands of their school work and thus sheds light on their ways of learning, namely learning by doing and social learning. Contrary to the widely-cited view that multiliteracies are paramount in this digital age, this thesis highlights the tension in adolescents' identities in learning and suggests that traditional print- based literacy in language learning remains key to their social futures. Drawing on the theoretical underpinnings of New Literacy Studies, this thesis adopted an ethnographic perspective to study ten 14-year-old Chinese adolescents' literacy practices in Singapore. Data for this thesis were collected over a period of eight months from participant observations, with video-and-audio recordings, conducted in a school in Singapore, semi-structured and in- depth text-elicited group and individual interviews, the adolescents' research diaries, and their artefacts from school and out-of-school literacy practices
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Conway, April Rayana. "Practitioners of Earth: The Literacy Practices and Civic Rhetorics of Grassroots Cartographers and Writing Instructors." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1459792763.

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Moore, Jeffrey Salem. "Digital Literacy and Composing Practices of Second Language Students: A Student Perspective on Writing, Technology, and Privilege." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu148715983643726.

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Kirchoff, Jeffrey S. J. "Writing Centers as Literacy Sponsors in the 21st Century: Investigating Multiliteracy Center Theory and Practice." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1352215261.

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Luke, Jarryd A. "Writing the visible page : a multimodal approach to graphic devices in literary fiction." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63020/1/Jarryd_Luke_Thesis.pdf.

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This practice-led project has two outcomes: a collection of short stories titled 'Corkscrew Section', and an exegesis. The short stories combine written narrative with visual elements such as images and typographic devices, while the exegesis analyses the function of these graphic devices within adult literary fiction. My creative writing explores a variety of genres and literary styles, but almost all of the stories are concerned with fusing verbal and visual modes of communication. The exegesis adopts the interpretive paradigm of multimodal stylistics, which aims to analyse graphic devices with the same level of detail as linguistic analysis. Within this framework, the exegesis compares and extends previous studies to develop a systematic method for analysing how the interactions between language, images and typography create meaning within multimodal literature.
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Wallner, Lars. "Framing Education : Doing Comics Literacy in the Classroom." Doctoral thesis, Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-142067.

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Interest in comics as Swedish school material has risen in the last few years and the publication of comics for children and adolescents has also increased. Meanwhile, although research around new literacies has taken an interest in combinations of image and text, there is still little research on comics as a literacy material, especially as part of school practices. With comics’ rise in popularity, and their quality as examples of new literacies, this points to the relevance of exploring how meaning making with comics is done in schools. The purpose of this study is to contribute knowledge on how locally situated literacy practices are done, practices in which pupils and teachers make meaning with comics. The study combines literacy, comics and discursive psychology to investigate aspects of literacy not as individual, inner workings, but as part of participants’ social constructions, in line with New Literacy Studies. With this perspective, it is possible to investigate literary concepts such as narrative, and participants’ construction of story elements, through the way in which these aspects are utilized by participants to construct social action – what participants do with their utterances. To study this, video recordings have been made in one primary and one secondary school, in two different Swedish cities. The results of the study show constructions of a comics literacy, where participants engage with both visual and textual aspects of the material and negotiate focalization of narrative perspective and construction of narrative structure as well as narrative devices such as speech and thought bubbles. Furthermore, meaning making of comics literacy also includes the construction of discourses around comics as a specific type of story telling, either for material or literary reasons. The thesis discusses how participants construct classroom literature, and provides insight into how interaction around comics enables participants to construct and negotiate discourses around what comics literacy is and what it enables, as well as how to talk about, create, and read comics.
Intresset för serier som svenskt skolmaterial har stigit de senaste åren och publiceringen av serier för barn och ungdomar har också ökat. Även om forskning om new literacies har intresserat sig för kombinationer av bild och text så finns det fortfarande lite forskning på serier som literacymaterial, speciellt som en del av skolpraktik. Med det stigande intresset för serier och deras kvaliteter som exempel på new literacies, så pekar detta mot att det finns en relevans i att utforska hur meningsskapande med serier görs i skolan. Syftet med denna studie är att bidra med kunskap om hur lokalt situerad literacypraktik görs där elever och lärare skapar mening med serier. Studien kombinerar forskning om literacy, serier och diskursiv psykologi för att, i linje med New Literacy Studies, undersöka aspekter av literacy som en del av deltagarnas sociala konstruktioner – inte som ett individuellt, mentalt fenomen. Med detta perspektiv är det möjligt att undersöka litterära koncept som narrativ och deltagares konstruktion av berättelseinslag, genom det sätt på vilka dessa aspekter används av deltagare för att interagera – vad deltagare gör när de säger något. För att studera detta har videoobservationer använts i en lågstadieskola och en högstadieskola i två olika svenska städer. Resultaten från studien demonstrerar konstruktioner av serie-literacy där deltagarna engagerar sig i både text och bild i materialet, diskuterar berättandeperspektiv och konstruktioner av narrativ struktur, såväl som berättarverktyg, t.ex. prat- och tankebubblor. Därutöver inkluderar serie-literacy också deltagarnas skapande av seriediskurser där serier görs till en specifik typ av berättande, antingen på materiell eller litterär basis. Avhandlingen diskuterar hur deltagare konstruerar klassrumslitteratur, och studien erbjuder en insikt i hur interaktion runt serier möjliggör för deltagare att konstruera och förhandla diskurser om vad serieliteracy är och vad det erbjuder för möjligheter, såväl som hur deltagare kan prata om, skapa och läsa serier.
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Schott, Alex Hoobie. "Teaching and learning in technical theater: activity, composition and embodiment." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2627.

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If not ignored completely, the body has been under theorized in literacy research. However, recent research in cultural studies, linguistics, philosophy, psychology, neuroscience, education, and the arts suggests that the body is implicated in thinking and knowing as well as doing. In this dissertation I examine high school technical theater. In this robustly embodied activity students build sets, rig lights, and paint backdrops in preparation for a theatrical production, as well as run sound and lighting and perform scene changes during the production. I use data from high school technical theater to explore the body in literacy, embodied learning, collaboration, composition processes, and experiential learning. I gathered data primarily during out of school work sessions over the multi-week production cycles of six plays produced at one high school over two school years. As an experienced theater technician, I used participant observation as the primary method of data collection, supplemented with semi-structured interviews with the technical director, artistic director, and four students. I collected data and analyzed data through iterative processes in which analysis began during data collection, emerging analyses influenced data collection, and constant comparisons to new data influenced emerging analyses. Observations of student work revealed that student theater technicians employed literacy skills including speaking, reading, writing, drawing, calculating, and interpreting the written text of plays as necessary elements of the normal course of technical theater work. Observations of teaching and learning showed that little explicit instruction was used but that mini-lessons, individual and collective problem solving, and multiple configurations of collaboration among more and less experienced technicians led to the development of critical thinking and physical skills, as well as proficiency in the creation of props through the evaluation and application of building techniques and materials. I used theories from art making and multimodal literacy to examine technical theater building projects as examples of composition. My findings show that the design of technical theater texts - e.g. props, scenery, lighting - emerges through a recursive process of creation and interpretation and is mediated by the technicians' knowledge of building techniques and materials. Situated learning and activity theory were used to analyze learning in the technical theater community. Results demonstrate that the structure of the community allows for learning through experience, apprenticeship, and collaboration as well as through the creation of texts that balance personal expression with collaborative enterprise.
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Books on the topic "Multimodal literacy practices"

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Adolescent literacies and the gendered self: (re)constructing identities through multimodal literacy practices. New York, NY: Routledge, 2012.

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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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Farren, Margaret, and Yvonne Crotty. Digital Literacies in Education: Creative, Multimodal and Innovative Practices. Lang AG International Academic Publishers, Peter, 2013.

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Digital Literacies in Education: Creative, Multimodal and Innovative Practices. Lang AG International Academic Publishers, Peter, 2013.

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Bull, Geoff, and Michèle Anstey. Elaborating Multiliteracies with Multimodal Texts: Changing Classroom Practices and Developing Teacher Pedagogies. Taylor & Francis Group, 2018.

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Bull, Geoff, and Michèle Anstey. Elaborating Multiliteracies Through Multimodal Texts: Changing Classroom Practices and Developing Teacher Pedagogies. Taylor & Francis Group, 2018.

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Bull, Geoff, and Michèle Anstey. Elaborating Multiliteracies with Multimodal Texts: Changing Classroom Practices and Developing Teacher Pedagogies. Taylor & Francis Group, 2018.

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Bull, Geoff, and Michèle Anstey. Elaborating Multiliteracies Through Multimodal Texts: Changing Classroom Practices and Developing Teacher Pedagogies. Taylor & Francis Group, 2018.

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Bull, Geoff, and Michèle Anstey. Elaborating Multiliteracies Through Multimodal Texts: Changing Classroom Practices and Developing Teacher Pedagogies. Taylor & Francis Group, 2018.

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Bull, Geoff, and Michèle Anstey. Elaborating Multiliteracies Through Multimodal Texts: Changing Classroom Practices and Developing Teacher Pedagogies. Taylor & Francis Group, 2018.

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Book chapters on the topic "Multimodal literacy practices"

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Unsworth, Len, Russell Tytler, Lisl Fenwick, Sally Humphrey, Paul Chandler, Michele Herrington, and Lam Pham. "Teaching and learning practices for multimodal literacy in science education." In Multimodal Literacy in School Science, 85–106. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003150718-5.

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Unsworth, Len, Russell Tytler, Lisl Fenwick, Sally Humphrey, Paul Chandler, Michele Herrington, and Lam Pham. "Contextualizing the conditions for multimodal literacy practices in senior high school science." In Multimodal Literacy in School Science, 61–84. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003150718-4.

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Bagga-Gupta, Sangeeta. "3 Privileging Identity Positions and Multimodal Communication in Textual Practices: Intersectionality and the (Re)Negotiation of Boundaries." In Literacy Practices in Transition, edited by Anne Pitkänen-Huhta and Lars Holm, 75–100. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698414-006.

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Rowsell, Jennifer, Gunther Kress, Kate Pahl, and Brian Street. "The Social Practice of Multimodal Reading." In Theoretical Models and Processes of Literacy, 514–32. Seventh Edition. | New York : Routledge, 2019. | "Sixth edition published by the International Reading Association, Inc. 2013"—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781315110592-32.

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Dunworth, Katie, and Faisal Al Saidi. "Becoming a Member of a Community of Practice: Postgraduate Researcher Literacy Development in a UK University." In Literacy Unbound: Multiliterate, Multilingual, Multimodal, 47–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01255-7_4.

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Hutchison, Amy, and Beth Beschorner. "Mobile Devices and Multimodal Textual Practices." In Mobile Technologies in Children’s Language and Literacy, 83–97. Emerald Publishing Limited, 2018. http://dx.doi.org/10.1108/978-1-78714-879-620181006.

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Walsh, Maureen. "Pedagogic Potentials of Multimodal Literacy." In Handbook of Research on New Media Literacy at the K-12 Level, 32–47. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-120-9.ch003.

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This chapter discusses the changed nature of literacy within new communication contexts, the literacy that is needed for reading, viewing, responding to and producing multimodal and digital texts. Potentials for redesigning literacy pedagogy within new modes of communication are demonstrated for educational contexts. As a basis for this discussion, the author analyses classroom evidence using examples of three case studies from a research project conducted in primary schools in Sydney, Australia. In the research project teachers in several primary schools worked with the author/researcher to consider ways of redesigning literacy pedagogy within e-learning and multimodal classroom contexts. Interesting and significant changes occurred in their classroom practice. Teachers developed programs that incorporated a range of technology, including Web 2.0, and were able to maintain a balance between print-based and new literacies. Examples are presented and discussed to highlight the differences in pedagogy needed for ‘multimodal literacy’ combined with traditional literacy practices.
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Brown, Sally. "Literacy in Early Childhood." In Participatory Literacy Practices for P-12 Classrooms in the Digital Age, 1–19. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0000-2.ch001.

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This chapter is based on a year-long ethnographic research study in a Title I urban classroom with 24 seven- and eight-year-olds. Using this work, the author shares ways of teaching literacy to young readers using technology and building on student interests. In particular, students' stories constructed through Lego play and digital photography are showcased. Three major themes are identified and discussed: (1) digital play as an essential tool for story, (2) multimodal storytelling as a path for learning and new language, a (3) apprenticeships for multimodal text productions. The chapter concludes with practical suggestions for educators about ways to capitalize on students' funds of knowledge as well as their passion for digital tools in the 21st century classroom.
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López, Minda Morren, and Carol Brochin. "Transnational Preservice Teachers’ Literate Lives and Writing Pedagogy in a Digital Era." In Exploring Multimodal Composition and Digital Writing, 298–315. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4345-1.ch018.

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This chapter focuses on the experiences of Latin@ transnational preservice teachers as they detail their (bi)literate lives through multimodal texts, specifically digital timelines and literacy narratives. Using qualitative methods, the authors examine the ways in which the production of multimodal texts became the medium through which participants could reflect on their own literacy processes through reflection and sharing. Preservice teachers were also asked to discuss their understandings of writing pedagogy and how they envisioned their future classrooms. Most of the Latin@ participants reported multiple language use and a variety of contexts where they learned about literacies. In addition, the multimodal and digital aspects of the assignments assisted students in recalling memories, widening their views of what counts as literacy, and fostering more inclusive writing pedagogy. Providing future classroom teachers with opportunities for engaging in mulitimodal composing along with critical reflection has the potential to transform and disrupt dominant ideologies towards literacy practices and English language dominance. Understanding the complex literacy practices of preservice teachers may also lead to shaping the future of literacy instruction to better serve an increasingly multilingual, multicultural student population.
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Hundley, Melanie, Blaine E. Smith, and Teri Holbrook. "Re-Imagine Writing." In Exploring Multimodal Composition and Digital Writing, 248–62. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4345-1.ch015.

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In “Re-Imagine Writing: Multimodal Literary Analysis in English Education,” authors Hundley, Smith, and Holbrook discuss a study of the multimodal and digital composing practices of pre-service English teachers in a writing methods course and their struggles to redefine writing and to compose using multiple modes. As these pre-service teachers are part of a generation of students who are active consumers of digital media, their struggles highlight the disconnect between their literacy practices inside and outside of school.
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Conference papers on the topic "Multimodal literacy practices"

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De Groot, Freek Olaf. "Using Wearable Technology to Collect Multimodal Data in the Study of Learnersr Digital Literacy Practices." In International Conference on Language Phenomena in Multimodal Communication (KLUA 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/klua-18.2018.9.

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Cloonan, Anne. "Writing New Rules for Multimodal Self-Curation: Teacher Research Into Students' Everyday Literacy Practices." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1432083.

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