Multimodal Learning Clubs

Casey, Heather

doi:10.1080/00940771.2012.11461846

Cited by 6 publications

(3 citation statements)

References 11 publications

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“…Whether literature circles or multimodal learning clubs, a view of literacy as social practice emphasizes methods that are grounded in social interaction between participants (Casey, 2012;Whittaker, 2012).…”

Section: Differing Instructional Approaches: Mainstream Special Educamentioning

confidence: 99%

“…Such technologies permit the design of multimodal literacy experiences for students with disabilities that grant them greater social and intellectual access to mainstream learning experiences. Whether literature circles or multimodal learning clubs, a view of literacy as social practice emphasizes methods that are grounded in social interaction between participants (Casey, 2012; Whittaker, 2012).…”

Section: Constructivist-explicit Instructional Debates At the Intersementioning

confidence: 99%

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Teaching for “Real”: Reconciling Explicit Literacy Instruction With Inclusive Pedagogy in a Fourth-Grade Urban Classroom

Naraian

2016

Urban Education

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Increasing evidence of the re-segregation of students of color within special education suggests that the constructivist-explicit instruction debate may still be relevant for urban educators. While inclusive educators advocate learner-centered constructivist methods for supporting students with disabilities, mainstream special educators equally promote explicit instructional processes. This article describes the literacy instruction of two teachers who drew on both explicit pedagogy and constructivist approaches to student learning. They reconciled these oppositional frameworks through their focus on "real" reading outcomes for their students. I argue that the teachers' deeper commitments rendered their eclectic approach a form of inclusive pedagogy.

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Section: Differing Instructional Approaches: Mainstream Special Educamentioning

confidence: 99%

Section: Constructivist-explicit Instructional Debates At the Intersementioning

confidence: 99%

Teaching for “Real”: Reconciling Explicit Literacy Instruction With Inclusive Pedagogy in a Fourth-Grade Urban Classroom

Naraian

2016

Urban Education

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“…The conditions for multimodal learning stimulated by new technologies necessitates that teachers develop facility not just with the technological tools, but with understanding the significance of design-how to effectively bring together multiple modes to represent meaning (Kress, 2003). Whether considering voicethread or multimodal learning clubs (Casey, 2012), preparing teachers to use AT requires a pedagogical stance that encourages students to take ownership over their learning and to become adept in the design of their communication. In addition, many new technologies including supported e-text reading and electronically supported writing offer scaffolding mechanisms (Anderson-Inman, 2009;Anderson et al, 2009).…”

Section: Multimodalitymentioning

confidence: 99%

New Literacy Studies

Naraian

Surabian

2014

Teacher Education and Special Education: The Journal of the Tea

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Even as research continues to suggest the potential of assistive technology for improving student outcomes, it remains under-utilized in schools. Among numerous challenges to the effective utilization of assistive technology, research has suggested that educators are inadequately prepared to consider and implement the use of such technologies. In this article, we complement the effort to delineate the competencies needed by teachers for this purpose by suggesting that New Literacy Studies can serve as a generative frame to stimulate the dispositions necessary for a strong commitment to the use of assistive technology (AT) and to increase accessibility in the classroom. Specifically, we examine constructs within sociocultural approaches to literacy, multimodality, and critical literacy, thereby strengthening the interconnections between curriculum, pedagogy, and technology-based support for students with disabilities. We offer several implications of this approach for educators and teacher educators.

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In Search of the Meaning and Purpose of 21st‐Century Literacy Learning: A Critical Review of Research and Practice

Mirra

Garcia

2020

Reading Research Quarterly

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In response to widespread interest in 21st‐century learning across the educational landscape, the authors explored the extent to which the concept possesses clear definition and coherent meaning within both research discourse and K–12 classroom practice in the United States, particularly with regard to conceptualizations and enactments of literacy. This research review offers descriptive data about the subject areas and grade levels in which 21st‐century learning efforts are concentrated, analyzes the literacy frameworks employed to guide pedagogy, and describes instructional practices most frequently associated with the concept. Further, this research review explores the role of digital tools in the enactment of 21st‐century learning, including how often teachers are leveraging the collaborative and interactive affordances of those tools. By leveraging a critical analytic framework, findings indicate a dearth of classroom‐based research emphasizing democratic engagement and equity within 21st‐century learning, as well as a hesitancy to use digital literacies to connect with wider publics. Analysis suggests a weakly defined understanding of what literacy learning in the 21st century means in classrooms today, which speaks to the need for a stronger focus on social futures.

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Multimodal Learning Clubs

Cited by 6 publications

References 11 publications

Teaching for “Real”: Reconciling Explicit Literacy Instruction With Inclusive Pedagogy in a Fourth-Grade Urban Classroom

Teaching for “Real”: Reconciling Explicit Literacy Instruction With Inclusive Pedagogy in a Fourth-Grade Urban Classroom

New Literacy Studies

In Search of the Meaning and Purpose of 21st‐Century Literacy Learning: A Critical Review of Research and Practice

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