From page to screen: Multimodal learning in a high school English class
Evelyn M. Connolly, Hofstra University, United States
Hofstra University . Awarded
This case study explored the impact of digital storytelling, integrated into a traditional 11th grade English Language Arts research project, on students' literacy learning, interest and participation, and identity and agency. Drawing on research documenting pedagogical practices, which reflect a belief in multiliteracies and incorporate multimodal texts, and informed by a multiliteracies theoretical framework, this qualitative study incorporated a variety of ethnographic techniques to ensure triangulation of the data.
The findings suggest that digital storytelling, with its multimodal affordances, fosters both traditional and non-traditional literacies and makes important connections between students' in-school and out-of-school literacy practices. The 44 students in the study, representing diverse academic and socio-cultural backgrounds, experienced self-efficacy as they engaged with technology, composed with a variety of semiotic modes, displayed their knowledge of and interest in a wide range of subjects, and demonstrated levels of technological and multimodal expertise not ordinarily validated in traditional classroom settings.
In light of the 21st century's increasingly digital environment, a pedagogy that validates and includes students' out-of-school involvement in multimodal and multimedia meaning making is essential. This will require curriculum designers to redefine their notions of literacy and acknowledge that language is one mode of the many semiotic modes (language, visual, spatial, digital, etc.) involved in meaning-making.
Connolly, E.M. From page to screen: Multimodal learning in a high school English class. Ph.D. thesis, Hofstra University.
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Cited ByView References & Citations Map
Berrin Genc-Ersoy & Mehmet Ersoy, Anadolu University Graduate School Of Educational Sciences, Turkey
EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 814–819
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