Children’s digital multimodal composing: implications for learning and teaching

Lim, Fei Victor; Toh, Weimin

doi:10.1080/17439884.2020.1823410

Cited by 17 publications

(7 citation statements)

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“…The second key insight gained from the FGDs concerns the home–school boundary. Many studies have highlighted the value and receptiveness of students towards the use of out‐of‐school literacy practices, such as interactions on social media in the classroom (McCarthy and McCarthy, 2014; Ansari and Khan, 2020; Gedik and Cosar, 2020; Lim and Toh, 2020). However, in our study, students appeared to have compartmentalised school literacy activities and home literacy activities and have maintained a desire to keep the two worlds apart.…”

Section: Discussionmentioning

confidence: 99%

“I expect boredom”: Students' experiences and expectations of multiliteracies learning

2021

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Multiliteracies has been incorporated in the curriculum of many education systems around the world. Beyond the broadening of focus in literacy to include multimodal meaning‐making, multiliteracies pedagogies are also associated with certain pedagogical shifts, such as a focus on bridging the students' out‐of‐school literacy practices with what and how they are learning in school. This often involves appropriating social media as well as introducing popular culture topics in the classroom. This article discusses the students' perspectives of these ideas to inform the teacher's design of multiliteracies learning. Drawing on data collected through surveys and focus group discussions from a multi‐phased research project on multiliteracies in Singapore, we reflect on the students' expressions of their experiences and expectations on multiliteracies learning. In particular, we surface an instrumental view of learning where concerns over examinations and future career prospects cloud the students' learning. We also identify a desire among the students to keep their worlds of home and schools separate. While the discussion of the students' perspectives is anchored in the context of Singapore, the implications contribute to the global discourse among curriculum planners, educational researchers and teacher practitioners who are interested in improving the design of multiliteracies learning in their contexts.

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Section: Discussionmentioning

confidence: 99%

“I expect boredom”: Students' experiences and expectations of multiliteracies learning

2021

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“…Studies of children's experiences of self -initiated literacy activity highlight the diversity of literacies in which children engage outside school linked to their own interests and purposes. These include Lim and Toh (2020) Also included here are studies that explore children's motivation to read (Kavanagh, 2019;Lepper et al, 2021), working on the assumption that intrinsic motivation derives from an interest in the meanings of texts, or an enthusiasm for reading and writing as meaning making activities. Three studies question ideas and practices often associated with this theme.…”

Section: Literacy As Meaning Making (20 Articles)mentioning

confidence: 99%

Scoping the field of literacy research: how might a range of research be valuable to primary teachers?

Burnett¹

2022

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.

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“…Opportunities for critical thinking also emerge during the production phase as students constantly re‐evaluate to focus on their videos especially if they face different issues that must be problem‐solved (Doerr‐Stevens, 2017). Researchers also found that students often engage in a very thoughtful process about editing, considering the audio and visuals, their position and length in the video to engage the audience (Doerr‐Stevens, 2017; Lim & Toh, 2020; Pandya & Pagdilao, 2015).…”

Section: Introductionmentioning

confidence: 99%

Empowering English as an Additional Language students through digital multimodal composing

Barnes

Tour

2023

Literacy

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While digital multimodal composing, underpinned by a critical literacies approach, provides opportunities for students to make informed semiotic choices and voice concerns about social issues, there is limited research exploring how digital multimodal composing is employed to interrogate and challenge the entanglements of language, immigration status and power. This article explores how 23 primary-aged English as an Additional Language (EAL) students (Years 3-6) engaged in digital multimodal composing, in the context of an after-school multiliteracies programme in one Australian school. Conceptualising critical literacies as a bridge to access and transform codes of power, the article explores how the participating students selected and used different semiotic resources for their digital texts while challenging and redefining dominant discourses based on their lived experiences and interests. The study found that both students and pre-service teachers found value in students having access to digital technologies and experimenting with a range of multimodal and multilingual resources to create digital texts, which reflected cultural and linguistic identities. The findings illustrate how the creation of digital multimodal and multilingual texts allows for opportunities for students to reposition themselves as knowledgeable and active meaning-makers with strategic support from teachers and peers.

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Children’s digital multimodal composing: implications for learning and teaching

Cited by 17 publications

References 50 publications

“I expect boredom”: Students' experiences and expectations of multiliteracies learning

“I expect boredom”: Students' experiences and expectations of multiliteracies learning

Scoping the field of literacy research: how might a range of research be valuable to primary teachers?

Empowering English as an Additional Language students through digital multimodal composing

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