Writing in school has long been disconnected and inauthentic to multilingual learners due to its monolingual, language-focused, and standardized features. Although more and more researchers have called for and explored newer asset-based writing pedagogies, such as digital multimodal writing, to support diverse learners in response to emerging…

Using a sequential explanatory mixed methods design, this study was designed to acquire quantitative and qualitative data that expose community college student perceptions on multimodal compositions compared to traditional writing practices. As traditional writing continues to be privileged in college writing classrooms, a critical pedagogy…

This project investigates the relationship between joy, critical consciousness, and critical civic learning that exist in critical hip hop pedagogy. In order to discover what is revealed about young people's collective definitions of joy, critical consciousness, and civic identity/literacy, I designed a methodology called Blackout Rap…

This article explores the written reflections and multimodal analyses of 31 middle school students who engaged with video games as texts. For four consecutive days, students spent 30 minutes playing video games and then 30 minutes writing reflections on their experiences and perceptions, resulting in 124 total reflections. Students focused on how…

"Writing, Redefined" gives teachers the power to change what "counts" as writing in schools and classrooms, opening the doorway to students who may not consider themselves to be writers, but should and can. Shawna offers alternative and engaging writing assignments that are visual, aural, and multimodal that will involve all…

Many students struggle with decoding and implementing feedback given to them on writing assignments. Researchers and instructors have used various technologies and strategies to improve students' uptake of feedback given on written assignments, one of which is a form of video feedback called screencasting. Research has been conducted on students'…

The purpose of this research is to determine the impact of using multimodal representation modes in the writing practices done by the fifth grade students on their scientific process skills. A combined research method which had both quantitative and qualitative characteristics was used in the research and the groups were chosen as control and…

A vibrant theory of change capable of fueling critical practice may be an indispensable feature of teaching argument in secondary education. According to the PIE model (Perception, Interpretation, Expression), layers of experience build a cognitive scaffold to support the development of critical skills. In addition, incorporating works of art and…

The authors present research findings from a collective case study (n=5) conducted in a multimodal composition course for pre-service English teachers. Researchers studied how a course focused on how multimodal composition influenced pre-service teachers' identities as writers and their stances on literacy instruction. Data consisted of students'…

The goals for engaging students in peer learning range from positioning students as knowledgeable others to promoting social-emotional learning goals to providing contexts in which students can articulate and compare their thinking to supporting opportunities to cogenerate solutions to complex problems. There are a number of complexities…

This article describes an innovative pedagogical technique for multimodal composition courses: the use of storyboarding as an invention tool across multiple composition platforms. Student response data and our textual analysis of their multimodal texts over a two-year period reveal some challenges when new media projects are taught alongside…