Composing across modes: a comparative analysis of adolescents’ multimodal composing processes

Smith, Blaine E.

doi:10.1080/17439884.2016.1182924

Cited by 71 publications

(60 citation statements)

References 44 publications

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“…This research demonstrates how students work together on a wide range of multimodal projects (e.g. digital videos, podcasts, webpages) and at all stages of the composing process – including brainstorming ideas, composing with digital tools, editing and presenting final products (Bruce, ; Smith, ). Research also illustrates how the multifaceted nature of multimodal projects allows for the distribution of tasks.…”

Section: Research On Collaborative Multimodal Composingmentioning

confidence: 87%

Collaborative multimodal composing: tracing the unique partnerships of three pairs of adolescents composing across three digital projects

Smith

2018

Literacy

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Although a large body of research emphasises the collaborative nature of adolescents' multimodal composing processes in and out of school, little is known about how or why collaborative partnerships might differ across composers or digital tools. Integrating sociocultural and social semiotics theoretical frameworks, this study examined how three pairs of culturally and linguistically diverse Grade 12 students collaboratively composed across three multimodal projects – a website, hypertext literary analysis and podcast – when responding to and analysing literature. Data sources included screen capture and video observations, student design interviews and written reflections. Qualitative data analysis revealed three different types of collaborative partnerships: (1) designer and assistant collaboration, (2) balanced division collaboration and (3) alternating lead collaboration. The division of labor between students was based on the convergence of mediating factors, with students negotiating multiple modes and tools, along with their partner's and their own technical skills, content knowledge and design preferences. These findings demonstrate how collaborative multimodal composing processes were multilayered and offered students flexibility for tailoring unique collaborative partnerships. Implications are discussed for understanding and supporting adolescents' collaborative multimodal composing processes in the classroom.

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Section: Research On Collaborative Multimodal Composingmentioning

confidence: 87%

Collaborative multimodal composing: tracing the unique partnerships of three pairs of adolescents composing across three digital projects

Smith

2018

Literacy

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“…DST allows students to leverage the availability of online resources and reflect on their own learning (Yang, ). Pairing their writing with multiple semiotic modes is particularly empowering for learners with limited language capacity, as multimodality can create additional layers of meaning and complete the message (Smith, ).…”

Section: What Is Dst?mentioning

confidence: 99%

“…Many modern students scour YouTube videos to teach themselves, and some even produce their own videos or run their own YouTube channels. With more students exploring new forms of media, schools are looking for effective ways to leverage digital media to enhance student learning (Smith, ). The practice of digital storytelling (DST) has attracted much attention in education because of the effective ways in which it motivates and engages students, amplifies their voices and networks, and simultaneously develops both traditional literacies of reading and writing and new literacies of digital production and communication (Cummins, Hu, Markus, & Montero, ; Smeda, Dakich, & Sharda, ).…”

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confidence: 99%

Digital Storytelling: A District Initiative for Academic Literacy Improvement

Vu¹,

Warschauer²,

Yim³

2019

J Adolescent & Adult Lit

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With young people increasingly learning and communicating through visual and social media, schools are looking for ways to tap into students’ interest in digital media. In a school district in Southern California, a very promising approach to technology use has emerged that integrates digital storytelling into instruction. Findings from a first‐year exploratory study suggest that students who engage in digital storytelling develop their academic literacy and important technology and media arts skills. Yet, digital storytelling is being implemented very unevenly in the district, and teachers who wish to implement it face challenges in integrating it into a full curriculum. To achieve more consistent integration and better results, the researchers recommend that the district articulate the role of digital storytelling in district/state curricular goals and develop a framework for implementation consistent with this articulation.

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“…Selfe and Selfe (2008) added that creating podcasts, collages, video, blogs, audio essays, comic strips, and digital storytelling all fall under the types of MMC tasks. Smith (2017) suggested that MMCs often involve a huge number of visuals, sounds, movement, and written text to build synergistic messages. MMCs theoretically include many dimensions like social interaction, computer interaction, physical coordination, visual design, multiple language, musical accompaniment, and animation (Dallacqua, 2018).…”

Section: Focus On Readers and Discourse Communities Social Constructmentioning

confidence: 99%

The Value Students and Instructors Place on Multimodal Composition Within Academic Life

Alghamdi¹,

Reed²

2019

SSRN Journal

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This mixed methods research-based study was conducted to investigate the advantages and possible disadvantages of using multimodal compositions (MMCs) in the English as a Second Language (ESL) writing classroom. The conveniently selected participants were thirteen ESL learners and a native speaker of English instructor. Two data collection instruments were employed to gather the primary data for this research study. The first instrument was a student survey to explore the perceptions and beliefs of the students about MMCs. The second measure involved a set of semi-structured interviews with four students and their instructor. The results of the statistical data analysis of the student survey indicated that the majority of the student participants expressed their preference for using MMCs because this writing approach enabled them to more completely and professionally explain their meanings to others. The findings from the analysis of the data gathered from the semi structured interviews demonstrated that the students believed that MMCs made writing easier than writing with words only. However, the perception of the teacher was that some students believe that MMCs add an extra burden to their writing assignments and do not constitute an integral part of an assignment itself. Suggestions and recommendations for the more effective use of MMCs in ESL writing classrooms in the USA context, based on this research study, are provided at the end of this study.

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Composing across modes: a comparative analysis of adolescents’ multimodal composing processes

Cited by 71 publications

References 44 publications

Collaborative multimodal composing: tracing the unique partnerships of three pairs of adolescents composing across three digital projects

Collaborative multimodal composing: tracing the unique partnerships of three pairs of adolescents composing across three digital projects

Digital Storytelling: A District Initiative for Academic Literacy Improvement

The Value Students and Instructors Place on Multimodal Composition Within Academic Life

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