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Download full textYoungs, Suzette; Serafini, Frank – Journal of Language and Literacy Education, 2013
Classroom discussions of multimodal texts, in particular historical fiction picturebooks, offer an interpretive space where readers are positioned to construct meanings in transaction with the written language, visual images, and design elements created by authors, illustrators and publishers (Serafini & Ladd, 2008; Sipe, 1999). This study was…
Descriptors: Classroom Communication, Discussion (Teaching Technique), History, Fiction
Rethinking Composing in a Digital Age: Authoring Literate Identities through Multimodal Storytelling
Direct linkVasudevan, Lalitha; Schultz, Katherine; Bateman, Jennifer – Written Communication, 2010
In this article, the authors engage the theoretical lens of multimodality in rethinking the practices and processes of composing in classrooms. Specifically, they focus on how learning new composing practices led some fifth-grade students to author new literate identities--what they call authorial stances--in their classroom community. Their…
Descriptors: Multimedia Materials, Intermode Differences, Learning Modalities, Story Telling
Shanahan, Lynn – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2012
The purpose of this interpretive case study was to explore--through a close analysis of one class project--students' use of audio signs and the teacher's scaffolding of the use of audio signs. Two research questions guided this study: (a) In what ways did the fifth-grade students use audio signs, specifically transitions sounds, when constructing…
Descriptors: Elementary School Students, Grade 5, Student Centered Curriculum, Scaffolding (Teaching Technique)
