Expanding Argument Instruction: Incorporating Multimodality and Digital Tools

Abstract

The researcher conducted a formative experiment in a ninth‐ and a 10th‐grade English classroom to observe a multiliteracies‐based intervention implemented to improve high school students’ arguments. Traditionally, argument is taught from a cognitive perspective, emphasizing concepts such as claims, evidence, and warrants. However, arguments are also creations of social practice that incorporate the multimodality that digital tools afford. The author discusses three assertions regarding multimodality, social practice and digital tools, and transfer in relation to expanding argument instruction.

“To Be, or Not to Be”: Modernizing Shakespeare With Multimodal Learning Stations

“…Due to numerous factors, such as socioeconomics, curricular standardization, and lack of training, many schools are unable to offer the kinds of devices and approaches showcased in this research. Reflecting contemporary meaning making becomes problematic if technology is unavailable (Harvey, 2018). Dilemmas of access lead into important questions, such as these: How can teachers modernize lessons if they do not have the necessary tools?…”

“…Appropriate, written consent was obtained to use these data as part of our study. Understanding how students experienced multimodal Shakespeare learning with the help of digital devices necessitated a thematic inquiry through which we closely examined their interactions through and alongside technology at each station (Howell, ). Our methods were inspired by Marshall and Rossman (), who posited, “While researchers have traditionally recorded observations in field notes, it is now possible to collect, store, analyze, and incorporate multimedia into research” (p. 183).…”

“…In conjunction with digital tools and group work, the use of learning stations can be an effective strategy to facilitate multimodal learning opportunities for adolescents (Howell, ). Stations represent a model of blended learning where students rotate through project‐based centers, accessing digital content and exploring inquiry‐driven pathways (Fazal & Bryant, ).…”

Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text

“…Before beginning to use the software, all the students were given the same lecture on a simplified Toulmin's model (Toulmin 1958). We used Toulmin's model, among a variety of models of argumentation (see Bentahar et al 2010, for a review), because it is widely used to organize argumentation, and can be used in a simplified manner (e.g., Stegmann et al 2007;Howell 2018). In essence, the rationale was that when a learner reads a given text, it is important for him or her to clearly understand the relationships between the author's claims and the grounds for the claims.…”

#MultimediaResponse: Instagram as a Reading Activity in a University English Class

“…We can also widen the lens to include research on the implementation of digital tools, including social networks, in English language arts settings more broadly, although that body of research continues to develop as educators play catch-up with the fast-changing digital world. Nevertheless, documentation of efforts to integrate multimedia, including social media apps, into classrooms has included mention of the engaging nature of the tools and apps themselves (Amicucci, 2014;Ávila, 2008Ávila & Pandya, 2012;Ávila, Underwood, & Woodbridge, 2008;Cortés, García, De la Fuente, Martínez, & Lacasa, 2018;Elish-Piper, Wold, & Schwingendorf, 2014;Howell, 2018;Lesley, 2014). We teach in a time when "social media…afford educational experiences that were previously unfeasible" (Krutka & Milton, 2013, p. 23).…”