Multiliteracies Pedagogy

Hepple, Erika; Sockhill, Margaret; Tan, Ashley; Alford, Jennifer

doi:10.1002/jaal.339

Cited by 31 publications

(10 citation statements)

References 15 publications

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“…Whereas multimodal composing processes and products can challenge print-centric views of literacy in classroom spaces (Cummins et al, 2015;Mills et al, 2016;Zammit, 2011), these practices also have the potential to challenge ideologies about language and literacy in English-centric spaces (Hepple, Sockhill, Tan, & Alford, 2014;Honeyford, 2013a). Pandya and colleagues (2015) illustrated how a multimodal composition project reflected the actual language practices of students who "speak more Spanish than English" (p. 17) in their everyday lives.…”

Section: Reshaping Classroom Spacesmentioning

confidence: 99%

“…Research also has demonstrated how EBs developed semiotic awareness of the affordances of different modalities during their composing process (Burke & Hardware, 2015;Davis & Reed, 2003;Hepple et al, 2014;Vincent, 2007). In particular, students identified the communicative potentials of visuals, sound, movement, and text for communicating specific messages and how they could be combined for generative effects (Callow, 2006;Smith, 2018;Tan & Guo, 2009).…”

Section: Developing As Multimodal Designersmentioning

confidence: 99%

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Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

Smith¹,

Pacheco²,

Khorosheva³

2020

Reading Research Quarterly

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With increasing cultural and linguistic diversity in today’s classrooms, a growing body of research continues to explore the varied ways in which digital tools and multiple modalities can tap into emergent bilingual students’ academic and linguistic strengths. To understand the empirical landscape of this growing research, the authors systematically reviewed the literature on emergent bilinguals and digital multimodal composition in secondary classrooms. Through an inductive approach, the authors analyzed 70 studies to understand key findings and characteristics of the extant research. Five main themes of findings emerged across the research. First, a majority of studies illustrated how digital multimodal composing supports emergent bilingual students’ identity expression. With expanded opportunities to share ideas through multiple modes, students used their projects to bridge transnational identities, (re)present themselves, and communicate in empowering ways. Second, nearly half of the studies emphasized how the integration of digital multimodal projects can reshape classrooms by challenging language ideologies, transforming the classroom as a locus for social justice, and expanding temporal and spatial boundaries as students compose for multiple audiences. Third, many studies demonstrated how emergent bilinguals develop as designers and leverage the unique semiotic resources of multiple modes when composing. Fourth, approximately a third of the studies showed how multimodal composition offers emergent bilinguals opportunities to expand their existing linguistic repertoires. Finally, a quarter of the studies illustrated the potential of multiple modes to mediate learning during composing processes. The authors discuss the implications of these themes and critical new directions for future research on digital multimodal composing with emergent bilingual students.

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Section: Reshaping Classroom Spacesmentioning

confidence: 99%

Section: Developing As Multimodal Designersmentioning

confidence: 99%

Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

Smith¹,

Pacheco²,

Khorosheva³

2020

Reading Research Quarterly

View full text Add to dashboard Cite

show abstract

“…Students in a U.K. study demonstrated an ability to critically reflect on the creation of their animated movie texts (Burn & Durran, 2006). Animation has more recently been researched as a tool for teaching language with culturally diverse postbeginner English learners (Hepple, Sockhill, Tan, & Alford, 2014). Sophisticated multimodal semiotic frameworks have also been developed to describe character development and affect in anime movies (Toh, 2014).…”

Section: Why Teach Animation Production As a Literacy Practice To Adomentioning

confidence: 99%

“…Such analysis can help students critically recognize the multimodal constructedness of stories and its influence on the emotions of the viewer (Unsworth, 2014). Research has addressed varied aspects of adolescents' animation productions (e.g., Chandler-Olcott & Mahar, 2003;Fukunaga, 2006;Hepple et al, 2014;McGinnis, 2007), but research on the visual language of emotions in students' animations is emergent.…”

Section: Feature Articlementioning

confidence: 99%

iPad Animations: Powerful Multimodal Practices for Adolescent Literacy and Emotional Language

Mills¹,

Unsworth²

2017

J Adolescent & Adult Lit

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In an age of mobile technologies, digital animation creation can be an important tool for teaching adolescents how to communicate emotions multimodally. This article draws on appraisal theory and original research to illustrate the power of digital animation for multimodal literacy learning. Students from a culturally diverse cohort were taught how to interpret emotions in animated films and produced 2‐D cartoon animations using drawings with an iPad application and stylus. The findings show that impassioned multimodal communication is enhanced by knowledge of how feelings produce different facial expressions, gestures, body movements, and physiological changes in characters that are often exaggerated to powerful effect in animations. This includes an ability to invoke different intensities of emotions. The research has significant implications for engaging adolescents in the multimodal communication of emotions and feelings through vocabulary, images, and body language.

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“…The multiliteracies pedagogy includes direct teaching (overt/explicit teaching), situated practice (constructivism/prior knowledge and experiences), critical framing (critical thinking/analysis), and transformed practice (practical application of knowledge) (The New London Group, 1996;Walsh, 2013;Ryan & Sinay, 2017). Hepple et al (2014) suggest multiliteracies are a set of creative literacy practices, student-centered, involving active teaching and learning. When multiliteracies are offered to students it provides alternative ways for all students to express their understanding thereby engaging even Health and Physical Education students.…”

Section: Introductionmentioning

confidence: 99%

Multiliteracies and Multiple Literacies within Ontario (Canada) Health and Physical Education

Ryan

2020

IJRES

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The primary research question asked: What is multiliteracy and how is this accomplished in elementary schools in Ontario, given the new directives within the 2019 Health and Physical Education curricular document? The qualitative research uncovered an understanding of multiliteracies that was examined via summative latent content analysis of the current Ontario provincial government positions arising from the recent release of 2019, Ontario Health and Physical Education curricular document. The 320-page document prompted ancillary queries which asked: What are the multiple literacies and how should these be achieved in Health and Physical Education? What level of multiple literacy should Ontario Physical Educators and students reach for at the elementary level? What are the existing literacy guidelines and orientations impacting Ontario teachers? Multiple literacy is viewed as a priority and necessary for healthy growth and development of teachers, students and the wider community. The ideas, concepts and themes relating to literacy surface in the curriculum analysis, revealing a tacit and broad base of knowledge which constitutes the theoretical underpinning of required literacies. Several are expected and taught, including health, physical, media, financial, and critical literacies.

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Multiliteracies Pedagogy

Abstract: Claymations can creatively blend digital media with foundational literacy teaching. The process empowers and engages low level literacy ELL students. This approach is adaptable to any literacy classroom.Erika Hepple is a senior lecturer in the Faculty

Cited by 31 publications

References 15 publications

Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms

iPad Animations: Powerful Multimodal Practices for Adolescent Literacy and Emotional Language

Multiliteracies and Multiple Literacies within Ontario (Canada) Health and Physical Education

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