{"title":"The same topic, different products: Pre-/in-service teachers’ linguistic knowledge representation in a multimodal project","authors":"Mimi Li , Julie Dell-Jones","doi":"10.1016/j.compcom.2023.102754","DOIUrl":null,"url":null,"abstract":"<div><p>Using a multiple-case study approach, this research study examined how the students (pre/in-service teachers) addressed the same linguistic topic but created three distinctive multimodal products across digital genres in a multimodal composing project. Drawing on New London Group's (2000) pedagogy of multiliteracies, we specifically examined how the students individualized choices and interpretations of a multimodal task, and how they orchestrated multimodal resources (e.g., linguistic, visual, and spatial) to represent their linguistic knowledge, construct meaning, and address potential audience in multimodal composing. The three illustrative cases show the students’ unique approaches to engaging in the digital multimodal task on \"word formation\" through digital storytelling, digital poster, and gamification-based presentation. This paper concludes with pedagogical implications on incorporating digital multimodal composing tasks in the teacher education curriculum.</p></div>","PeriodicalId":35773,"journal":{"name":"Computers and Composition","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Computers and Composition","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S8755461523000051","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Arts and Humanities","Score":null,"Total":0}
引用次数: 0
Abstract
Using a multiple-case study approach, this research study examined how the students (pre/in-service teachers) addressed the same linguistic topic but created three distinctive multimodal products across digital genres in a multimodal composing project. Drawing on New London Group's (2000) pedagogy of multiliteracies, we specifically examined how the students individualized choices and interpretations of a multimodal task, and how they orchestrated multimodal resources (e.g., linguistic, visual, and spatial) to represent their linguistic knowledge, construct meaning, and address potential audience in multimodal composing. The three illustrative cases show the students’ unique approaches to engaging in the digital multimodal task on "word formation" through digital storytelling, digital poster, and gamification-based presentation. This paper concludes with pedagogical implications on incorporating digital multimodal composing tasks in the teacher education curriculum.
本研究采用多案例研究的方法,考察了学生(职前/在职教师)如何在多模式写作项目中处理同一语言主题,但在数字流派中创造了三种不同的多模式产品。借鉴New London Group(2000)的多语篇教学法,我们特别研究了学生如何对多模式任务进行个性化选择和解释,以及他们如何编排多模式资源(如语言、视觉和空间),以表示他们的语言知识,构建意义,并在多模式写作中向潜在受众发表演讲。这三个说明性案例展示了学生通过数字讲故事、数字海报和基于游戏化的演示来参与“单词形成”的数字多模式任务的独特方法。本文最后提出了将数字多模式作文任务纳入教师教育课程的教学启示。
期刊介绍:
Computers and Composition: An International Journal is devoted to exploring the use of computers in writing classes, writing programs, and writing research. It provides a forum for discussing issues connected with writing and computer use. It also offers information about integrating computers into writing programs on the basis of sound theoretical and pedagogical decisions, and empirical evidence. It welcomes articles, reviews, and letters to the Editors that may be of interest to readers, including descriptions of computer-aided writing and/or reading instruction, discussions of topics related to computer use of software development; explorations of controversial ethical, legal, or social issues related to the use of computers in writing programs.