Scaffolding multimodality: writing process, collaboration and digital tools

Howell, Emily

doi:10.1108/etpc-05-2017-0053

Cited by 13 publications

(9 citation statements)

References 20 publications

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“…Indeed, researchers commonly conceptualize multimodality not just as a textual feature, but as part of a group of “social practices characterized by a new ‘ethos’” (Knobel and Lankshear, 2014, p. 98) of collaboration, decentralized authority and discursive participation. While many researchers have explored socially situated, multimodal practices in out-of-school spaces (Hull and Schultz, 2001), less is known about the ways in which such practices impact students in classroom settings (Howell, 2018; Mills, 2010; Pandya et al , 2015). Addressing this gap, this literature review explores recent research on multimodal composition in the context of secondary English classrooms.…”

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confidence: 99%

Exploring multimodal writing in secondary English classrooms: a literature review

Nash

2018

ETPC

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Purpose This paper aims to explore recent research (2007-2017) on the implementation of multimodal writing instruction in secondary English courses. It seeks to highlight the varied ways in which theoretical conceptions of multimodality have been implemented in writing instruction and the impacts of these implementations on students' experiences in classrooms. Design/methodology/approach The author used a keyword search of relevant academic databases to identity articles within the search parameters. This was followed by bibliographic branching to identify additional articles and two rounds of open coding to identify themes for analysis. Findings The literature revealed a diversity of approaches to incorporating multimodal writing in classrooms; teachers mixed modalities within assignments, paired writing in print with multimodal composition and redesigned entire units or courses around multimodality. Studies showed the impact of multimodality on student learning through shifts in conceptions of communication, increases in student engagement, composition for real audiences and an increased role for students’ interests and identities. Practical implications This review has implications for teachers and researchers interested in developing multimodal writing curricula. It highlights the specific ways in which multimodal writing can be incorporated into instruction and the changes in student learning that result from this shift. Originality/value While theoretical writing on multimodality is abundant, multiple researchers have noted the difficulty of finding research on classroom implementations of multimodality (Howell et al., 2017; Smith, 2017). This review is intended to address this difficulty by contributing to a body of literature that teachers and scholars can draw on as they conceptualize and design multimodal writing experiences for students in the future.

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confidence: 99%

Exploring multimodal writing in secondary English classrooms: a literature review

Nash

2018

ETPC

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“…Collaborative writing refers to literacy practices in which more than one person produces a shared document to have a common goal, and they are equally responsible for the process of writing, decisionmaking and the final document (Brodahl and Hansen, 2014;Howell, 2018). Several studies on collaborative writing (e.g., Shehadeh, 2011;Thomas, 2014;Howell, 2018) have shown its benefits: most students feel that collaborative writing supports them in writing better texts compared to individual writing and enables them to generate ideas, discuss and plan their text together, and to provide each other with feedback in a positive social atmosphere. Furthermore, collaborative writing may reduce individual students' anxiety because responsibility for the output is shared (Würffel, 2008).…”

Section: Students' Collaborative Writingmentioning

confidence: 99%

Online poetry writing at school – comparing lower secondary students’ experiences between individual and collaborative poetry writing

Kangasharju,

Ilomäki,

Toom

2024

Front. Educ.

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IntroductionThis study investigates how seventh-grade students experience online collaborative writing, its support in writing poems, and how collaboratively and individually written poems differ.MethodsThe educational design research method was used in this mixed-methods study, which was conducted in natural classroom settings to investigate students’ individual and collaborative poetry writing.ResultsThe quantitative analysis of questionnaires and qualitative thematic analysis of postexperimental interviews show that the students enjoyed collaborative writing more and found it more accessible than individual writing. They experienced that it supported them in writing better poems and increased their writing confidence. They also appreciated the support of teamwork, although individual writing gave them more liberty to explore various aspects of poetry and express their feelings.DiscussionFrom a pedagogical point of view, the students need to be provided with opportunities for collaborative poetry writing to make the writing process easier and more enjoyable. Online collaborative writing supports the process of poetry writing.

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“…The International Literacy Association's (2018) Standards for the Preparation of Literacy Professionals 2017 ad vises teachers to not only incorporate new technologies into instruction but also reposition themselves as learn ers and their students as knowledge sources (Kern & Bean, 2018). The possibility of participating in class as a learner can be uncomfortable for teachers accustomed to their roles as experts (Howell, 2018). Often, teachers are less experienced with digital tools of multimodality compared with students, which can curtail participa tion opportunities for both.…”

Section: Multimodality and Participationmentioning

confidence: 99%

Broadening Student and Teacher Participation: Multimodal Projects in a Classroom Affinity Space

Marsh¹

2021

J Adolescent & Adult Lit

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In this study, I explored how a high school English class’s multimodal project broadened student and teacher participation. Previous research has established that multimodal composing expands the nature of classroom texts, opens opportunities for identity expression, and extends access to audiences. Less is known about how affordances work together to increase options for more students and teachers to participate in school‐based writing. Informed by affinity space and multimodality frameworks, this article adds to a small pool of classroom affinity space studies. Through grounded theory analysis, findings reveal that a multimodal project provided students opportunities to participate as interactive audience members, pursue less typical routes to status, and express identity; their teacher experienced an opportunity to participate more flexibly. Pertinent to a rise in online learning and increasingly prevalent and complex ways to create multimodal content, findings illuminate classroom affinity space features focused on broadening participation.

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Scaffolding multimodality: writing process, collaboration and digital tools

Cited by 13 publications

References 20 publications

Exploring multimodal writing in secondary English classrooms: a literature review

Exploring multimodal writing in secondary English classrooms: a literature review

Online poetry writing at school – comparing lower secondary students’ experiences between individual and collaborative poetry writing

Broadening Student and Teacher Participation: Multimodal Projects in a Classroom Affinity Space

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