Multimodal assessments: affording children labeled ‘at-risk’ expressive and receptive opportunities in the area of literacy

Lawrence, Whitney J.; Mathis, Janelle

doi:10.1080/09500782.2020.1724140

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…Therefore, it is emphasised that storytelling apps promote four cognitive variables (originality, imagination, production, and resolution), aligning with the perspectives of other researchers [34,35].…”

Section: Deliberationmentioning

confidence: 90%

“…The participants positioned themselves in three very different positions: as detached viewers of the characters embodied, as observers of the distress of others, or as social performers. Lawrence and Mathis [35] designed an intervention to assess learners multimodally by asking them to create multimodal portfolios. Four at-risk students were observed and interviewed, and their artifacts were evaluated.…”

Section: Digital Storytelling (Dst)mentioning

confidence: 99%

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The Promotion of Originality Perceived in Two Multimodal Storytelling Applications: Storybird and Scratch

Peña-Acuña,

Navarro-Martínez

2023

Education Sciences

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This mixed research aimed to determine if, in their initial training, teaching students consider Scratch and Storybird, digital storytelling applications, as contributing to promoting originality after an intervention in which they previously experimented with them. It was studied whether they considered it convenient to encourage children’s creativity by combining them to create stories in Spanish and English (as EFL) and then having the teacher adapt these two applications. The participants included 134 university students, teachers in initial training at Huelva’s Campus in Spain. The quantitative results as a whole showed significant differences regarding the different dimensions of originality analysed. In the qualitative ones, it was recognised that these apps encourage cognitive development, creativity, learning, communicative competence, and learning attitude, recognising the apps as didactic tools. When cross-examining the data, it was deduced that the digital storytelling applications preferably provide the benefits of encouraging, in a specific way, originality, imagination, and the production of stories in a multimodal manner. Thus, the emerging variables are cognitive.

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Section: Deliberationmentioning

confidence: 90%

Section: Digital Storytelling (Dst)mentioning

confidence: 99%

The Promotion of Originality Perceived in Two Multimodal Storytelling Applications: Storybird and Scratch

Peña-Acuña,

Navarro-Martínez

2023

Education Sciences

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Multimodality in the English language classroom: A systematic review of literature

Lim

Toh

Nguyen

2022

Linguistics and Education

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Conceptualizing multimodal feedback literacy for L2 writing teachers in the digital age

Jiang,

Lee,

2024

Int J App Linguistics

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Given that feedback is increasingly digital and multimodal, there is a pressing need to prepare L2 writing teachers to give multimodal feedback. Yet the notion of multimodal feedback appears underrepresented in extant research on teacher feedback literacy and it is often equated as multimedia feedback. To make feedback relevant to multiplicity in feedback‐giving modes and technologies, as well as diversity in student backgrounds and composing practices, this paper proposes the construct of multimodal feedback literacy as an important part of teacher feedback literacy. Grounded in social semiotic of multimodality, this paper elucidates the notions of feedback design, feedback affordance, feedback orchestration, and feedback ensemble as essential dimensions of multimodal feedback literacy. We argue that the development of multimodal feedback literacy entails competences in recognizing the affordances of multiple feedback‐giving modes, designing coherent feedback ensembles through orchestrating multiple feedback‐giving modes with apt intermodal relations, and managing feedback ensemble as motivated and accumulative. A framework for L2 writing teachers to develop multimodal feedback literacy in relation to a complex and recursive process of being, doing, and becoming is also developed. Implications and challenges are then discussed.

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Multimodal assessments: affording children labeled ‘at-risk’ expressive and receptive opportunities in the area of literacy

Cited by 3 publications

References 23 publications

The Promotion of Originality Perceived in Two Multimodal Storytelling Applications: Storybird and Scratch

The Promotion of Originality Perceived in Two Multimodal Storytelling Applications: Storybird and Scratch

Multimodality in the English language classroom: A systematic review of literature

Conceptualizing multimodal feedback literacy for L2 writing teachers in the digital age

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