“Wearing Only Our Skin”: the multimodal literacies classroom as a living arrangement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Angie Zapata ◽  
Monica C. Kleekamp
Keyword(s):  
Living Arrangement ◽  
Fifth Grade ◽  
Multimodal Composition ◽  
Race And Racism ◽  
Content Type ◽  
Multimodal Composing ◽  
Freedom Summer ◽  
Composing Processes ◽  
Grade Classroom ◽  
Literacy Research

Purpose Literacy research exploring multimodal composition and justice-oriented children’s literature each have rich landscapes and histories. This paper aims to add to both of these bodies of scholarship through the emerging assemblage of Studio F, a fifth-grade classroom. The authors share poststructural analytic encounters with attention to the unexpected multimodal relationships and the justice-oriented talk and texts that emerged, as well as the classroom conditions that produce them. Design/methodology/approach The authors think with assemblage theory to examine the newness that emerged as one small group of students wrestled with the emerging instances of racism present in Freedom Summer by Deborah Wiles. Findings Together, the living arrangement of bodies, materials and discourses created openings for students’ explorations of race and racism. Originality/value This paper offers teachers and researchers space to rethink what is possible in the literacy classroom when the authors re-envision classrooms as vibrant assemblages, support emergent multimodal composing processes and follow students’ critical encounters toward justice-oriented literacies.

“I Drew Myself Right There”: third grade girls restorying for visual justice

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Angela M. Wiseman ◽  
Jennifer D. Turner ◽  
Marva Cappello
Keyword(s):  
Social Issues ◽  
Young Female ◽  
Third Grade ◽  
Multimodal Composition ◽  
Multimodal Literacy ◽  
Content Type ◽  
Critical Knowledge ◽  
Analytic Process ◽  
Literacy Methods ◽  
Grade Classroom

Purpose This paper aims to present three girls’ visual annotations and digital responses that restory a scene in the picturebook I’m New Here. The authors focus on how children use multimodal tools to reflect their critical knowledge of the world by illuminating how this group of girls responded to and incorporated broader social issues. Design/methodology/approach This study takes place in a third-grade classroom. Using qualitative methods that build on critical multimodal literacy, the authors documented and analyzed children’s visual and digital interpretations. Data were generated from classroom sessions that incorporated interactive readalouds, as well as students’ annotated visual images, sketches, video and digital responses. The collaborative analytic process involved multiple passes to interpret visual, textual and multimodal elements. Findings The analyses revealed how Aliyah, Tiana and Carissa used multimodal tools to engage in the process of restorying. Through their multimodal composition, they designed images that illuminated their solidarity with the young female character wearing the hijab; their desire to disrupt xenophobic bullying; and their hope for a respectful and inclusive climate in their own classroom. Originality/value In this paper, the authors examine how three girls in a third-grade classroom restory using critical multimodal literacy methods. These girls’ multimodal responses reflected how they disrupted dominant storylines of exclusionary practices. Their authentic acts of visual advocacy give us hope for the future.

Student perspectives on multimodal composing in the L2 classroom: tensions with audience, media, learning and sharing

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Emily Hellmich ◽  
Jill Castek ◽  
Blaine E. Smith ◽  
Rachel Floyd ◽  
Wen Wen
Keyword(s):  
High School ◽  
Critical Incident ◽  
Data Sources ◽  
Classroom Setting ◽  
Multimodal Composition ◽  
Content Type ◽  
Multimodal Composing ◽  
Multiple Data ◽  
Teacher Researchers ◽  
Student Projects

Purpose Multimodal composing is often romanticized as a flexible approach suitable for all learners. There is a lack of research that critically examines students’ perspectives and the constraints of multimodal composing across academic contexts. This study aims to address this need by exploring high school learners’ perspectives and experiences enacting multimodal learning in an L2 classroom. More specifically, this study presents key tensions between students’ experiences of multimodal composing and teacher/researchers’ use of multimodal composition in an L2 classroom setting. Design/methodology/approach The paper focuses on two multimodal composing projects developed within a design-based implementation research approach and implemented in a high school French class. Multiple data sources were used: observations; interviews; written reflections; and multimodal compositions. Data were analyzed using the critical incident technique (CIT). A critical incident is one that is unplanned and that stimulates reflection on teaching and learning. Methodologically, CIT was enacted through iterative coding to identify critical incidents and collaborative analysis. Findings Using illustrative examples from multiple data sources, this study discusses four tensions between students’ experiences of multimodal composing and teacher/researchers’ use of multimodal composition in a classroom setting: the primary audience of student projects, the media leveraged in student projects, expectations of learning in school and the role of a public viewing of student work. Originality/value This paper problematizes basic assumptions and benefits of multimodal composing and offers ideas on how to re-center multimodal composing on student voices.

Self-Contained versus Team Teaching: An Analysis of a Physical Education Intervention by Classroom Teachers

1992 ◽  
Vol 11 (3) ◽  
pp. 268-287 ◽  
Author(s):  
Nell Faucette ◽  
Thomas L. McKenzie ◽  
James F. Sallis
Keyword(s):  
Physical Education ◽  
Team Teaching ◽  
Stages Of Concern ◽  
Fifth Grade ◽  
Classroom Teachers ◽  
Education Curriculum ◽  
Service Program ◽  
Service Training ◽  
Team Model ◽  
Grade Classroom

A primary purpose of this study was to describe differences between self-contained and team teaching approaches when two groups of fourth- and fifth-grade classroom teachers attempted to implement a physical education curriculum during a 4-month in-service program. One school featured team teaching in pairs during physical education classes; the other used a self-contained teaching approach. The program required a minimum of three 30-min physical education classes weekly. All teachers participated in an extensive in-service training program that included weekly on-site assistance. Data collection included teachers’ lesson-completion forms, specialist’s reports, SOFIT PE class observations, teacher-completed Stages of Concern questionnaires, and teachers’ formal interviews. Results indicated that classroom teachers who used the self-contained model more consistently implemented the curriculum and more frequently expressed positive responses. Participants who used the team model for the physical education curriculum frequently strayed from the assigned pedagogical approach, ignored major portions of the program, and experienced extreme management concerns.

Understanding tenants’ motivations for co-living arrangements: a case study of Klang Valley, Malaysia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Vania Christy ◽  
Teck Hong Tan
Keyword(s):  
Living Arrangements ◽  
Service Providers ◽  
Living Arrangement ◽  
Content Type ◽  
Living Space ◽  
Depth Interview ◽  
Klang Valley ◽  
User Ratings ◽  
Method Approach

Purpose The purpose of this study is to fill a knowledge gap by analyzing the motivations of tenants to co-living spaces in Klang Valley, Malaysia as the motives of co-living spaces are related to how well that space supports their needs. Design/methodology/approach Tenants’ behaviors were examined using a convergent parallel mixed-method approach, which included a survey and an in-depth interview. A total of 175 respondents were interviewed using purposive sampling. Findings The results show that the preference for co-living attributes has changed during the pandemic. User ratings of preference for physical and leasing attributes of co-living spaces are significant in terms of co-living motivations. The findings also revealed that tenants prefer twin-sharing and master bedrooms when choosing a co-living space to stay in. Research limitations/implications Identifying the factors that influence such motivations is critical for housing developers and co-living service providers to pay close attention to improving tenants’ living experiences. Originality/value There is interest in the co-living spaces that are available for rent. However, very little research is based on an understanding of how the tenants in Klang Valley, Malaysia perceive this type of living arrangement. A better understanding and prediction of tenants’ needs and preferences may lead to a better understanding of the attributes that influence their motivations for using co-living spaces.

Adolescent English language learners’ digitally mediated multimodal compositions: multimodal enactment across different genres of writing in the EFL context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joohoon Kang
Keyword(s):  
English Language Learners ◽  
High School Students ◽  
Language Learners ◽  
English Language ◽  
Multimodal Texts ◽  
Content Type ◽  
Creative Processes ◽  
Efl Context ◽  
Multimodal Composing ◽  
Multimodal Compositions

Purpose This paper aims to investigate adolescent English as a foreign language (EFL) learners’ digitally mediated multimodal compositions across different genres of writing. Design/methodology/approach Three Korean high school students participated in the study and created multiple multimodal texts over the course of one academic semester. These texts and other materials were the basis for this study’s qualitative case studies. Multiple sources of data (e.g. class observations, demographic surveys, interviews, field notes and students’ artifacts) were collected. Drawing upon the inductive approach, a coding-oriented analysis was used for the collected data. In addition, a multimodal text analysis was conducted for the students’ multimodal texts and their storyboards. Findings The study participants’ perceptions of multimodal composing practices seemed to be positively reshaped as a result of them creating multimodal texts. Some participants created multimodal products in phases (e.g. selecting or changing a topic, constructing a storyboard and editing). Especially, although the students’ creative processes had a similarly fixed and linear flow from print-based writing to other modalities, their creative processes proved to be flexible, recursive and/or circular. Originality/value This study contributes to the understanding of adolescent English language learners’ multimodal composing practices in the EFL context, which has been underexplored in the literature. It also presents the students’ perspectives on these practices. In short, it provides theoretical and methodological grounds for future L2 literacy researchers to conduct empirical studies on multimodal composing practices.

“Airplanes Not Walls”: Broaching Unauthorized (Im)migration and Schooling in Mexico

2020 ◽  
Vol 122 (8) ◽  
pp. 1-40
Author(s):  
Sarah Gallo ◽  
Andrea Ortiz
Keyword(s):  
United States ◽  
School Teacher ◽  
Research Question ◽  
Video Recording ◽  
The United States ◽  
Ethnographic Study ◽  
Fifth Grade ◽  
Educational Practices ◽  
Academic Year ◽  
Grade Classroom

Background/Context This article builds on U.S.-based research on undocumented status and schooling to examine how an elementary school teacher in Mexico successfully integrates transnational students’ experiences related to unauthorized (im)migration into the classroom. Purpose/Objective/Research Question/Focus of Study Drawing on a politicized funds of knowledge framework, we focus on an exceptional fifth-grade teacher's curricular, pedagogical, and relational decisions to provide concrete examples of how educators on both sides of the border can carefully integrate students’ politicized experiences into their classrooms. Setting This research took place in a semirural fifth-grade classroom in Central Mexico during the 2016–2017 academic year, when Donald Trump was elected president of the United States. Population/Participants/Subjects This article focuses on the routine educational practices within a single fifth-grade classroom in a highly transnational Central Mexican town. Participants included a binational student who had recently relocated to Mexico because of U.S.-based immigration policies, her peers from transnational families with ties to the United States, and their fifth-grade teacher. Research Design This school-based ethnographic study involved weekly participant observation and video recording of routine activities in Profe Julio's fifth-grade classroom during the 2016–2017 academic year. Observations were triangulated with additional data sources such as interviews (with educators, binational students, and binational caregivers) and artifacts (such as homework assignments and student writing). Findings/Results Through a close examination of a fifth-grade classroom in Mexico, we illustrate how the teacher brought students’ (im)migration experiences into school by leveraging openings in the curriculum, developing interpersonal relationships of care, and engaging in a range of pedagogical moves. Conclusions/Recommendations We discuss how this teacher's educational practices could be carefully tailored to U.S. classrooms within the current anti-immigrant context. These practices include building relationships of care, looking for openings in the curriculum, providing academic distance, prioritizing teachers as learners, and working with school leadership for guidance on navigating politicized topics under the current U.S. administration.

Interpreting old texts with new tools: Digital multimodal composition for a high school reading assignment

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jennifer M. Higgs ◽  
Grace MyHyun Kim
Keyword(s):  
High School ◽  
High School Students ◽  
New Technologies ◽  
Literary Analysis ◽  
Multimodal Composition ◽  
Student Survey ◽  
Academic Literacies ◽  
School Students ◽  
Content Type ◽  
Entry Points

Purpose Research on nonschool settings suggests young people benefit from digital multimodal composition. Less is known about how digital composing can support students as they interpret required literary class texts. To understand the potential benefits and challenges of digitally composing for literary analysis, design interviews with two high school students were conducted to examine their processes as they designed digital multimodal compositions to interpret Anglo-Saxon poems. Grounded in the social semiotic theory of multimodality, this study aims to examine how students engaged in literary analysis and interpretive digital composition within secondary ELA. Design/methodology/approach Qualitative classroom data were collected through digital means over a six-week period: a whole-class student survey, focal student semistructured design interviews, emails, field notes, analytic memos and student-created digital artifacts. Findings Students’ print-based literary engagements and digital multimodal composition processes were mutually shaped. Additionally, digital multimodal composition offered entry points into challenging print-based literary texts, resulting in understandings enacted across multiple forms of mediation. Research limitations/implications The study focused on one cycle of multimodal composition. Additional studies of students’ digital multimodal composition processes in ELA classrooms over time could be beneficial to the field. Practical implications The study identifies an approach to digital multimodal composition that may help teachers address and integrate core disciplinary objectives. Originality/value This study contributes to scholarship concerned with how “new” technologies and “old” literacies co-exist in contexts requiring students to engage in expanded communication modes alongside specific academic literacies.

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