A Culturally Sustaining Approach to Multimodal Literacies: Building from Students’ Funds of Knowledge in Field-Based Teacher Education

Nash, Brady; Dunham, Heather; Murdter‐Atkinson, Jessica; Wetzel, Melissa Mosley

doi:10.1080/19388071.2022.2153766

Cited by 4 publications

(2 citation statements)

References 74 publications

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“…Despite (and because of) the rapid shifts in definitions and conceptions of literacies, it is imperative for literacy TEs to continue examining NL in curriculum and instruction designed for preservice teachers (PSTs) (Mirra, 2019). There is now a long history of research on NL in teacher education examining sub-topics such as digital audio production and consumption (Brownell & Wargo, 2017), multimodal literacies (Nash et al, 2023), out-of-school literacies, and multiliteracies (Skerrett, 2011). Research on these topics has emphasized numerous pedagogical approaches to preparing PSTs to engage with NL, including examinations of theory (Hobson, 2014), reflective self-inquiry (Kesler, 2011), field-based experiences (Kist & Pytash, 2015), and situated practice with NL (Hundley & Holbrook, 2013).…”

Section: Background and Perspectivesmentioning

confidence: 99%

Investigating New Literacies Among Teacher Educators: A Multi-Institution Collaborative Self-Study

Nash

Esperat

Pierce

et al. 2023

Literacy Research: Theory, Method, and Practice

Self Cite

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This multi-institutional, collaborative self-study explores how teacher educators learn to embed new literacies (NL) in teacher education coursework. Utilizing collaborative self-study methodology, seven faculty engaged in a year-long collaborative study focused on the incorporation of NL in preservice teacher education courses, meeting regularly over the course of the year to share reflections, provide feedback to one another, and continually revise course and assignment designs related to NL. Data sources included recordings of collaborative planning meetings, written reflections, annotated teaching artifacts, notes and transcripts from partner and whole group recorded Zoom sessions and post-meeting reflections. The findings describe diversity in both conceptualizing and teaching NL, parallels between teacher educators’, preservice teachers’ and P-12 teachers’ challenges integrating NL into their teaching, and institutional barriers to collaborative study, curricular revision, and the use of new technologies. The authors discuss these findings in relation to the potential value of multi-institutional study groups and collaborative self-study as a methodology for helping support literacy teacher educators’ ongoing learning.

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Section: Background and Perspectivesmentioning

confidence: 99%

Investigating New Literacies Among Teacher Educators: A Multi-Institution Collaborative Self-Study

Nash

Esperat

Pierce

et al. 2023

Literacy Research: Theory, Method, and Practice

Self Cite

View full text Add to dashboard Cite

show abstract

“…ISSN:3025-5724 2022;Huang, 2019;Schöninger, 2020) As educators strive to create engaging and meaningful learning experiences for their students, integrating multimodal approaches in English teaching has emerged as a promising avenue. (Nash, 2022) The integration of multimodal literacy in English teaching has gained considerable attention in educational research since 2018. Scholars and educators have recognized the potential of incorporating visual, auditory, and digital modes to enhance student engagement, motivation, and learning outcomes in language classrooms.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Benefits of Multimodal Literacy in English Teaching: Engaging Students Through Visual, Auditory, and Digital Modes

Sutrisno,

Noor Azlinda Zainal Abidin,

Nanda Pambudi

et al. 2024

GSE-Journal

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This research paper investigates the benefits of integrating multimodal literacy into English teaching practices. Multimodal literacy refers to the ability to comprehend and create meaning using multiple modes of communication, such as visuals, auditory elements, and digital technologies. The study aims to explore how incorporating multimodal approaches can enhance student engagement and learning outcomes in English classrooms. Drawing on recent research and educational theories, this paper examines the theoretical underpinnings of multimodal literacy and its potential impact on language acquisition. The research employs a qualitative approach, including classroom observations, interviews, and student feedback, to gather data and provide insights into the effectiveness of multimodal literacy strategies. The findings contribute to the understanding of innovative teaching practices that promote student engagement, critical thinking, and communication skills in English language learning contexts.

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Enacting Reading Comprehension: Using Diverse Literature to Engage Children's Critical, Sociopolitical Knowledge

Johnson,

Vlach,

Leija

2024

Reading Research Quarterly

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The current climate of K‐12 education in the United States has seen a narrowing of literacy instructional practices, exponential amounts of book bans, and contrived hysteria about liberal indoctrination and Critical Race Theory (CRT). Yet, as the world becomes increasingly connected across difference, and as research increasingly demonstrates that we must engage young children from all backgrounds in discussions about sociopolitical issues, it is urgent that classroom teachers foreground children's experiential knowledge in comprehension instruction. In this article, we address the following question: In three early elementary literacy contexts, how did educators use culturally sustaining practices with diverse children's literature to enact reading comprehension and engage young children in critical, sociopolitical meaning making? Three teacher educators of Color share findings from qualitative studies in the United States Northeast and Southwest that examine this integration with the use of diverse children's literature. The first finding illustrates how teachers utilized book introductions to situate a diverse group of early elementary‐aged students in various sociopolitical issues and engage them in critical readings about texts. The second finding illustrates how a series of after‐school literature circle discussions enabled first‐grade African American children to make meaning dialogically and communally about enslavement. The third finding illustrates how the teacher created space for second‐grade Latinx students to translanguage as they drew on multiple reading comprehension strategies and made sense of immigration. The implications from these studies invite a rethinking of the dominant paradigm of reading comprehension instruction.

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A Culturally Sustaining Approach to Multimodal Literacies: Building from Students’ Funds of Knowledge in Field-Based Teacher Education

Cited by 4 publications

References 74 publications

Investigating New Literacies Among Teacher Educators: A Multi-Institution Collaborative Self-Study

Investigating New Literacies Among Teacher Educators: A Multi-Institution Collaborative Self-Study

Exploring the Benefits of Multimodal Literacy in English Teaching: Engaging Students Through Visual, Auditory, and Digital Modes

Enacting Reading Comprehension: Using Diverse Literature to Engage Children's Critical, Sociopolitical Knowledge

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