The author conducted a qualitative study of multimodal digital response to children's historical fiction that his 23 pre-service graduate students read in book clubs. Grounded in sociocultural and multimodal theories of literacy, the study addresses the following two research questions: What influence did sociocultural and multimodal engagements with text have on students' meaning-making? What influence did these engagements have on their conceptions of texts, readers, and response? Findings show how social negotiation of meaning and robustness of design work expanded participants' understandings of texts, readers, and response that challenge current autonomous, verbocentric conceptions of literacy that predominate in schools.
The author presents four approaches to shared reading that he used with first through third graders in a high‐needs, urban elementary school with a large population of students from immigrant homes. Using sociocultural and cognitive constructivist principles, the author shows how these approaches built students' academic vocabulary and comprehension of the decontextualized language of books.
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