Fostering Students’ Science Inquiry Through App Affordances of Multimodality, Collaboration, Interactivity, and Connectivity

Beach, Richard; O’Brien, David G.

doi:10.1080/10573569.2014.962200

Cited by 25 publications

(9 citation statements)

References 21 publications

(20 reference statements)

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“…Collaboration was an integral aspect of Grade 12 students' multimodal composing processes when creating three digital projects during a literature analysis unit. In accord with previous research (Smith, ), students were engaged as they divided labor (Beach and O'Brien, ; Wikan et al, ) and provided one another feedback (Ho et al, ; Smythe & Neufeld, ). Whereas previous research has illustrated collaboration with multimodal projects rather broadly, these findings provide nuanced and longitudinal insights into three unique collaborative partnerships: (1) designer and assistant collaboration, (2) balanced division collaboration and (3) alternating lead collaboration.…”

Section: Discussionmentioning

confidence: 90%

“…When composing outside of school, many youth orchestrate and remix multiple modes – including visuals, sound, text and movement – to create a variety of digital projects that are shared online with authentic and receptive audiences (Ito et al, ). Research illustrates how collaboration is also an integral aspect of digital multimodal composing in secondary classrooms where students often work in pairs or small groups – dividing labor, providing feedback and discussing modal decisions (Beach & O'Brien, ; Smith, ).…”

Section: Introductionmentioning

confidence: 99%

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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: Discussionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

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

Smith

2018

Literacy

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“…Ziegler and Goswami (2005) also indicated that reading performance is affected by oral expression and listening comprehension, and the story narration of multimedia picture books helps boys comprehend the content of book and improves their attention. There is evidence that technology tools produce a positive, albeit small, effect on the reading performance of struggling readers (Beach & O'Brien, 2015;Cheung & Slavin, 2013).…”

Section: Resultsmentioning

confidence: 99%

Influences of Visual Attention and Reading Time on Children and Adults

Wei

Yuan

2016

Reading & Writing Quarterly

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“…Multimodality can also be leveraged to facilitate reciprocal conversations and interactivity between readers and the narrative itself (Beach & O'Brien, 2015). In these instances, readers are confronted with features requiring them to flexibly respond to swift changes from one situation to the next in order to make meaning (Spiro, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In these instances, readers are confronted with features requiring them to flexibly respond to swift changes from one situation to the next in order to make meaning (Spiro, 2004). This is particularly true for gaming, a type of digital narrative (Apperly & Walsh, 2012), where readers play essential roles as they talk and move with others to complete complex storylines. When studying preteens' gameplaying, for example, Maine (2017) found some were reactive to modes, responding to story lines as they unfolded.…”

Section: Literature Reviewmentioning

confidence: 99%

Adolescents' navigation of linguistic and nonlinguistic modes when reading a digital narrative

Karchmer‐Klein

Shinas

2019

Journal Research in Reading

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Background:The purpose of this study was to examine how skilled adolescent readers draw on their prior knowledge of multimodality and narrative text structure when navigating an intentionally designed digital narrative text. We know that skilled middle-school readers have been taught narrative text structure and that adolescents who use the Internet regularly are aware of multimodality. However, we do not know if these same readers understand the purposes of multimodality in digital narratives, nor do we know how they navigate modes when they are used as both scaffolds and central to meaning making in the same text. Methods: The participants were a purposeful sample of 10 skilled eighth-grade readers who used the Internet regularly to search, locate and read content in and outside of school. Transcripts from think alouds, semistructured interviews and oral retellings were qualitatively analysed to identify patterns in participants' navigation of a digital narrative. Results: Data analysis suggested that skilled readers who use the Internet regularly brought multiple layers of textual schema to the task of reading a digital multimodal narrative. Results also indicated these skilled readers relied on written language to learn story elements and interpreted the purpose of nonlinguistic modes was to set the tone of the story and present details. Additionally, participants reported utilising flexible approaches to navigating the text depending upon which modes were presented. Conclusions: Literacy instruction must disrupt long-held beliefs that privilege words over other modes in texts. It should include explicit teaching of multimodality and the flexibility required for reading in digital spaces.

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Fostering Students’ Science Inquiry Through App Affordances of Multimodality, Collaboration, Interactivity, and Connectivity

Cited by 25 publications

References 21 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

Influences of Visual Attention and Reading Time on Children and Adults

Adolescents' navigation of linguistic and nonlinguistic modes when reading a digital narrative

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