Assessing multimodal literacies in practice: a critical review of its implementations in educational settings

Tan, Lynde; Zammit, Katina; D’warte, Jacqueline; Gearside, Anne

doi:10.1080/09500782.2019.1708926

Cited by 35 publications

(23 citation statements)

References 56 publications

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“…There is a need for student agency within the broader discourse and praxis of assessment. From the literature, a trend towards collaboration with students in the assessment process and even developing assessment criteria is evident (Hafner & Ho 2020;Tan et al 2020). In this regard, Bell et al (2018Bell et al ( :1714) note that 'teachers within higher education need to consider how to create a dialogue with students around assessments'.…”

Section: From Student Voice In Assessment To Student Agencymentioning

confidence: 99%

“…The importance of multimodal assessment has been explored in research on literacy, language learning and composition specifically. This includes research on assessment of digital composition and language-related multimodal assessment (Baldwin 2016;Curwood 2012;Grapin & Llosa 2020;Hafner & Ho 2020;McGrail & Behizadeh 2017;Silseth & Gilje 2019;Tan et al 2020). Multimodal assessment has also been explored in other subjects such as science education (Jones et al 2020;Smith et al 2019).…”

Section: From Multimodal Learning To Multimodal Assessmentmentioning

confidence: 99%

“…This approach to literacy is also prominent because of the increasing importance of different digital technologies. Multimodal literacy is also closely related to the concept of multiliteracies, and these are sometimes used interchangeably (Tan et al 2020). The importance of multiliteracies for SDL has also been unpacked by Olivier (2019b), and this emphasises the relevance of SDMA as well.…”

Section: Literacy and Self-directed Multimodal Assessmentmentioning

confidence: 99%

“…Because of a proliferation of the integration of technology in education, learning and teaching have become a lot more multimodal (Nouri 2019;Ross, Curwood & Bell 2020;Smith et al 2019;Tan et al 2020). The need for self-directedness is also progressively important because of the pace at which knowledge is created and the fact that educational institutions cannot adequately prepare students for a dynamically changing world of work .…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Self-directed learningoriented assessment and assessment literacy: Essential for 21st century learning

Lubbe¹,

Mentz²

2021

NWU Self-Directed Learning Series

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Section: From Student Voice In Assessment To Student Agencymentioning

confidence: 99%

Section: From Multimodal Learning To Multimodal Assessmentmentioning

confidence: 99%

Section: Literacy and Self-directed Multimodal Assessmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Self-directed learningoriented assessment and assessment literacy: Essential for 21st century learning

Lubbe¹,

Mentz²

2021

NWU Self-Directed Learning Series

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“…Taken together, despite the growing body of research on multimodal writing, scholars still express a need for formal frameworks for discussing multimodal literacy practices and call for research on multimodality in education that develops a vocabulary to describe and analyze multimodal texts in teaching (Bearne, 2009;Edwards-Groves, 2011;Pantaleo, 2012a;Ryan, Scott, & Walsh, 2010;Yamada-Rice, 2010). Teachers need knowledge about different semiotic modes to cultivate, support, and assess students' multimodal writing and meaning-making (Bearne, 2009;Bearne & Wolstencroft, 2007;Grapin, 2018;Magnusson & Godhe, 2019;Tan, Zammit, D'warte, & Gearside, 2020). Based on a social semiotic view on multimodality and in-depth empirical analyses of students' multimodal texts, this study answers such calls in an attempt to provide a vocabulary of -i.e.…”

Section: Previous Research On Multimodal Writingmentioning

confidence: 99%

Meaning-making in fifth-graders’ multimodal texts

Jusslin

Magnusson

Rejman

et al. 2020

Apples

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Despite a growing body of research on multimodal writing, scholars still express a need for formal frameworks for discussing multimodal literacy practices and call for research on multimodality in education that develops a vocabulary to approach multimodal texts in teaching. This study answers this call by presenting an analysis that adds to the field of multimodal writing research, and thus furthers the knowledge of different semiotic potentials of modes in student-produced texts. Drawing on a social semiotic approach to multimodality, a total of 299 texts, written by fifth-grade students from three schools in Sweden and Finland, are analyzed. The aim is to explore semiotic modes used in the student-produced written texts. The guiding research questions are: (1) What modes are used in the texts, and (2) what meanings are realized through the different modes in the texts. Results showed that six different modes were used to realize meanings in five categories: create representative meaning; visualize phenomena and assignments; foreground important areas; design the text; and decorate the paper. These categories offer a vocabulary that can describe semiotic potentials of the modes and how they realize different meanings in multimodal texts. Such a vocabulary can aid teachers in cultivating, supporting, and assessing students’ multimodal writings that contain multiple modes. From these results, we suggest that acknowledging the diversity of the modes and their meanings in student texts can help raise the awareness of how students also make meaning in modes beyond writing and image.

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A Window into Multilingual Students' Worlds: Using Multimodal Writing to Support Writing Growth

Zeng

2024

The Reading Teacher

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Writing in school has long been disconnected and inauthentic to multilingual learners due to its monolingual, language‐focused, and standardized features. Although more and more researchers have called for and explored newer asset‐based writing pedagogies, such as digital multimodal writing, to support diverse learners in response to emerging technologies and expanding literacy territories in recent decades. However, there is a need for guidance for teachers to better embrace these digital and multimodal resources into writing classrooms. Therefore, this article highlights a digital multimodal writing cycle for planning, implementing, and evaluating digital multimodal writing activities in diverse classrooms. The author illustrates this cycle with examples from one fourth‐grade Chinese‐English bilingual child in a summer literacy program in the United States. This guide has implications for how digital multimodal writing can be a space to reveal, track, and build upon often unseen resourcefulness and agency of multilingual learners.

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Assessing multimodal literacies in practice: a critical review of its implementations in educational settings

Cited by 35 publications

References 56 publications

Self-directed learningoriented assessment and assessment literacy: Essential for 21st century learning

Self-directed learningoriented assessment and assessment literacy: Essential for 21st century learning

Meaning-making in fifth-graders’ multimodal texts

A Window into Multilingual Students' Worlds: Using Multimodal Writing to Support Writing Growth

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