From Screen to Screen: Students’ Use of Popular Culture Genres in Multimodal Writing Assignments

Examining Studio Ghibli’s Animated Films: A Study of Students’ Viewing Paths and Creative Projects

“…Some projects showed familiarity with antecedent genres (B.T. Williams, ). The dating quiz made use of genre conventions such as multiple‐choice questions, and the cookbooks included common recipe features, such as ingredients, steps, and photographs.…”

Meanings Made in Students’ Multimodal Digital Stories: Resources, Popular Culture, and Values

“…Meanings Made in Students' Multimodal Digital Stories: Resources, Popular Culture, and Values This study can expand previous knowledge concerning students' contemporary meaning-making in general and students' multimodal text-making at school in particular. A growing body of research exists on how students design multimodal texts in the school environment (Björkvall & Engblom, 2010;Dalton, 2014;Edwards-Groves, 2011;Engblom, 2016;Jewitt, 2009;Svärdemo Åberg & Åkerfedt, 2017;Sofkova Hashemi, 2018;Mills, 2011;Smith, 2017) and on how students' engagement with multimodal texts in informal settings influences their text-making at school (Dunn et al, 2014;Engblom, 2013;Schmidt & Wedin, 2015;Williams, 2014). This study will extend this existing knowledge about how 10-and 11-year-old students use available resources when designing multimodal narrative texts on the subject of Swedish as well as what these students write texts about.…”

“…Multimodal digital texts are often more closely related to students' engagement with popular culture than to their formal learning. However, students' digital activities, including their engagement with popular culture, possess an often underestimated potential for enhancing the students' learning (Björkvall & Engblom, 2010;Engblom, 2013;Williams, 2014). Indeed, school-literacy practitioners have often overlooked students' use of digital media and popular culture in text design (Engblom, 2013).…”

“…Students bring their interest in and experiences with popular culture into the classroom context (Kissel, 2011). According to Williams (2014), students use popular culture experiences when composing their multimodal texts in the educational context, regardless of whether teachers have asked them to do so. Dyson (1997) and later Hagood, Moon, and Alvermann (2018) suggested taking advantage of students' experiences with popular culture texts in formal literacy education.…”

Haul, Parody, Remix: Mobilizing Feminist Rhetorical Criticism With Video

“…While scholars such as Edwards (2016) have attended to remix and video's rhetorical possibilities (Geoffrey V. Carter & Sarah J. Arroyo, 2011;Brian Jackson & Jon Wallin, 2009;Jason Palmeri, 2012;Tisha Turk & Joshua Johnson, 2012;Crystal VanKooten & Angela Berkley, 2016;Bronwyn Williams, 2014), rhetoric and writing researchers have not yet positioned remix and video making as platforms for feminist rhetorical critique. We are inspired to offer students opportunities to communicate their gendered and feminist identities by Jonathan Alexander and Jacqueline Rhodes's (2016) insistence that "[sexuality] is simultaneously one of the dominant filters for and zones of conflict through which we understand, negotiate, and argue through our individuality and our collectivity" (p. 1).…”