Rethinking Composing in a Digital Age: Authoring Literate Identities through Multimodal Storytelling
Written Communication Volume 27, Number 4, ISSN 0741-0883
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 analysis adds to the current research on the production and analysis of multimodal texts through an analysis of the interrelationships between multimodal composing processes and the development of literate identities. They found that by extending the composing process beyond print modalities students' composing shifted in significant ways to reflect the circulating nature of literacies and texts and increased the modes of participation and engagement within the classroom curriculum.These findings are based on an ethnographic study of a multimodal storytelling project in a fifth-grade urban classroom. (Contains 4 figures.)
Vasudevan, L., Schultz, K. & Bateman, J. (2010). Rethinking Composing in a Digital Age: Authoring Literate Identities through Multimodal Storytelling. Written Communication, 27(4), 442-468.
Cited ByView References & Citations Map
Sarah Galvin & Christine Greenhow, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 138–146
Examining Preservice Teachers’ Reflective Practice within and across Multimodal Writing Environments
Sara Kajder & Kelly Parkes, Virginia Tech, United States
Journal of Technology and Teacher Education Vol. 20, No. 3 (July 2012) pp. 229–249
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.