Multimodality in Education: Some Directions and Some Questions

Leeuwen, Theo van

doi:10.1002/tesq.242

Cited by 39 publications

(20 citation statements)

References 10 publications

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“…Based on the implications from this review, we echo the concerns of others (Hull, 2003;Mills, 2007aMills, , 2007bvan Leeuwen, 2015) and suggest that future research must take a critical stance toward multimodal composition and consider who participates in these practices, where practices are enacted, and how practices shape different learning opportunities. Given the heterogeneity of the population of students identified as ELs, more work must investigate which forms of multimodal composition might support students at different stages of their academic, linguistic, and social development.…”

Section: Recommendations For Future Researchsupporting

confidence: 66%

“…Although the research literature has confirmed these possibilities, van Leeuwen (2015) warned that researchers and teachers should not overromanticize these practices, arguing that we might “love our students’ multimodal products too much” (p. 582). A few studies explicitly addressed the challenges associated with implementing multimodal composing pedagogies and, similarly, ways in which these pedagogies might constrain students’ learning of new content or languages.…”

Section: Discussionmentioning

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: Recommendations For Future Researchsupporting

confidence: 66%

Section: Discussionmentioning

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

“…As new media are introduced into composition classrooms for multimodal writing and remediation, students’ perceptions and experiences with the media outside of class shape their view of how new technological affordances can be appropriated (Hafner, 2015; Jewitt, 2005; Shin & Cimasko, 2008; van Leeuwen, 2015). Linear, linguistic mode-based texts that typify traditional print-based media can be (re)mediated into nonlinear multimodal texts, within casual and unconventional discourses that reflect the previous digital practices in which L2 students have been engaged.…”

Section: Resultsmentioning

confidence: 99%

“…This study is informed by social semiotic theory, which accounts for meaningmaking processes in social and cultural contexts (Bezemer & Kress, 2008;Jewitt & Kress, 2003;Kress, 2003Kress, , 2005Kress, , 2010Kress & van Leeuwen, 2001;van Leeuwen, 2003van Leeuwen, , 2005. Within the domain of inquiry on multimodality (Kress, 2009, p. 54), we draw on the concepts of design, resemiotization, and recontextualization to explore digital multimodal texts that are remediated from one social site to another.…”

Section: Design: Resemiotizationmentioning

confidence: 99%

Multimodal Resemiotization and Authorial Agency in an L2 Writing Classroom

Shin

2017

Written Communication

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This study examines the composing process and authorial agency of a college ESL writer as she remediated an argumentative essay into a multimodal digital video. Employing principles of sociosemiotic ethnography, and drawing on the concepts of resemiotization and recontextualization, the study investigated multiple types of data, including an argumentative paper, video transcript, multimedia video, interview transcripts, and observation notes. Data analysis shows that her choice and orchestration of modal resources were shaped by her textual identity construction work, efforts to accommodate perceived audiences, and previous experience with the medium. Remediation with multimedia offered the student more semiotic resources to expand authorship, but the contextual forces of audience and medium bounded her authorial expression. The student's multimodal writing illustrated discursive processes of negotiating and performing authorial positions for rhetorical goals with awareness of the linguistic, social, and cultural contexts of text production. This investigation ultimately aims to expand aspects of multimodal writing and literacy practice by examining the discursive nature of the design process in linguistically and culturally diverse contexts.

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“…These beliefs guide pedagogical decisions across all e-learning contexts but are particularly important for the sudden transition to online courses, as everyone is immersed in a hybrid environment as they generate new learning. In these contexts, instructors must be aware of multiple modes of communication, practices, and the principles of multimodality (Kress et al 2004 ; Latour 2005 ; Leeuwen 2015 ).…”

Section: Interactions and Interactivitymentioning

confidence: 99%

Indulging interactivity: a learning management system as a facilitative boundary object

Chang

Kuo

2021

SN Soc Sci

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With the recent global pandemic, education institutions including higher education have shifted to offering online instruction for a prolonged period of time. Faculty and instructors have had to transform the content of face-to-face instruction into a format fit for distance education. In the virtual space, understanding or facilitating interactivity is a key component of online teaching for sustaining engagement and social interactions; promoting active learning between participants; and providing resources, tasks, and activities. The learning management system as a facilitative boundary object makes pivoting to online classes more tactical when adopting cultural-historical activity theory as an analytical lens, which can be used as a guide to re-envision how interactions can be implemented in e-learning or online courses and how instructors can repurpose resources and tools to maximize their instructional practices. Examples of interactivity and the implications for practitioners are synthesized, and the multiple components at play in the online and hybrid space are characterized in order to promote the exchange of practices and knowledge mobilization.

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Multimodality in Education: Some Directions and Some Questions

Cited by 39 publications

References 10 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

Multimodal Resemiotization and Authorial Agency in an L2 Writing Classroom

Indulging interactivity: a learning management system as a facilitative boundary object

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