Journaling the Art of Teaching: Multimodal Responding for Narrative Inquiry

Morawski, Cynthia M.; Rottmann, Jennifef; Afrakomah, Elizabeth; Balatti, Emili; Christens, Meg; Kellar, Laura

doi:10.14221/ajte.2016v41n1.9

Cited by 5 publications

(5 citation statements)

References 28 publications

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“…Historically and currently, visual journals in higher education have been used by writers and rooted in Arts-based practices where sketching and collecting ideas help to refine and shape creative applications (La Jevic & Springgay, 2008;Morawski et al, 2016). In this case, I have used the concept of a visual journal as a way for teacher candidates to use both as a reflective process on their learning and as a way of practicing the very modes and media that they will carry with them into the teaching profession.…”

Section: The Visual Journal Assignmentmentioning

confidence: 99%

“Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation

Loerts¹

2022

L & L

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This paper illustrates the findings from year three of a five-year research project where participants were asked to multimodally re-conceptualize their understandings about content and disciplinary literacy practices from a mandatory Bachelor of Education literacy course. Data collection includes transcribed interviews, professor feedback, in-class conversations with peers, multimodal artefacts, and participant notes taken during a gallery walk. Findings show that life experiences, transmediation processes, peer group sharing, and facility with modes and media contributed to deep understanding about multiliteracies practices, course content, and assessment techniques. Findings reveal that learning opportunities transcend disciplines, space, and time while enriching identity formation.

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Section: The Visual Journal Assignmentmentioning

confidence: 99%

“Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation

Loerts¹

2022

L & L

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“…In turn, extending the same opportunity to the teachers in our methods classes will provide them with a solid starting point from which to begin, or continue, their venture into addressing sustainability education in their own classrooms. Providing ourselves with numerous opportunities for engaging in both aesthetic and efferent stances via multiple means of expression, such as narrative museums, body biographies and journaling, would encourage greater engagement in the process of narrative inquiry (Leggo, 2008;Morawski & Rottmann, 2016;Rosenblatt, 1986). In addition to providing such activities in the English language arts classroom, collaborating on special projects with other subject teachers, local groups and businesses would provide numerous opportunities for teachers to "deepen the understanding of the sustainability challenges facing society, to strengthen critical thinking abilities .…”

Section: Questionmentioning

confidence: 99%

From Landfill to Loom: Two Teacher-Researchers Chronicle Their Sustainability Narratives via The Secret Under My Skin

Morawski,

Dunnington

2020

JCACS

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Traditionally, the responsibility for sustainability education has been assigned to the fields of science, engineering, technology and outdoor education. More recently, English language arts have begun to play an integral role in educating students on the importance of preserving the environment for future generations. Pertinent research, however, indicates that many teachers, including those teaching English, do not feel fully prepared to address sustainability in their classrooms. Such teachers would benefit from either pre-service or in-service support where they would have opportunities to gain more knowledge about sustainability, while also critically inquiring into their related pedagogical beliefs and practices. Before beginning the process of planning and implementing relevant sustainability education experiences for English teachers, it is imperative that we, two teacher educators, first examine our own teaching narratives related to this important topic. Focusing on the dystopian young adult novel, The Secret Under My Skin (McNaughton, 2000), we make generous use of Rosenblatt’s (1995) transactional theory of reader response to critically inquire into past experiences that shape our recurrent views and actions in the classroom. We express our back-and-forth transactions in interspersing sections of poetry, prose and image, including emerging questions to consider as starting points for future engagement with teachers on the integration of sustainability education into the English language arts curriculum at the secondary school level.

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“…One of the alternative media as a solution to some of the problems that the researchers have described above is scrapbook media for descriptive essays on learning Indonesian. The solution scrapbook acts as a place to select and record their responses [3]. Furthermore, scrapbooks are a solution in providing recording and reflecting on teacher responses to students [4] .…”

Section: Introductionmentioning

confidence: 99%

The Effect Scrapbook Media in Improving the Creativity of Primary School Students in Bengkulu

Muktadir

Wardhani

2022

JADAM

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Purpose : This study aims to determine the differences in student creativity by using scrapbook media. Research methods : The population in this study were elementary school students in the Air Periukan sub-district. The sample in this study amounted to 100 elementary school fifth-grade students. Data analysis using SPSS 25. Findings: the results showed that there were differences in results with sig <0.05. The average pretest result is 69.18 and the posttest result is 88.02. These results show that students' creativity is higher when using scrapbook media. Thus the scrapbook media influences increasing the creativity of elementary school students. Implications: Scrapbook media is an alternative in increasing the creativity of elementary school students.

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Journaling the Art of Teaching: Multimodal Responding for Narrative Inquiry

Cited by 5 publications

References 28 publications

“Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation

“Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation

From Landfill to Loom: Two Teacher-Researchers Chronicle Their Sustainability Narratives via The Secret Under My Skin

The Effect Scrapbook Media in Improving the Creativity of Primary School Students in Bengkulu

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