Multimodal Composition in a College ESL Class: New Tools, Traditional Norms

Shin, Dong‐shin; Ma, Qing

doi:10.1016/j.compcom.2008.07.001

Cited by 94 publications

(59 citation statements)

References 22 publications

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“…Teachers' use of multimodal instruction mostly limits writing activities to one-time rewards before or after reading instruction. In a culture where the results of high-stakes tests are of paramount importance, teaching writing which is not grounded in social, cultural, and political contexts cannot connect students to understanding communities beyond printed texts (Shin & Cimasko, 2008).…”

Section: Multimodality and Writing Instruction In Koreamentioning

confidence: 99%

Teachers’ Perceptions about Teaching Multimodal Composition: The Case Study of Korean English Teachers at Secondary Schools

Ryu¹,

Boggs²

2016

ELT

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Twenty-first-century literacy is not confined to communication based on reading and writing only traditional printed texts. New kinds of literacies extend to multimedia projects and multimodal texts, which include visual, audio, and technological elements to create meanings. The purpose of this study is to explore how Korean secondary English teachers understand the 21 st literacies and multimodal composition in this era of new types of communication. Framing the study are questions pertaining to what these teachers think about teaching multimodal composition in their writing classrooms. The schools of South Korea, including those in this study, prioritize high-stakes standardized tests, and teachers as well as students and parents gauge success by these test scores. As a result, teachers primarily rely on direct instruction via lectures to provide skills and knowledge to ensure that students will succeed in the high-stakes tests. So while teaching and assessment practices in the classroom still adhere to traditional approaches, ongoing technology outside school has transformed the ways in which young people -the students -generate, communicate, and negotiate meanings via diverse texts. If the primary goal of education is to teach students lifelong skills needed in society, it is the responsibility of schools and teachers to recognize social changes and promote individual learning needs.

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Section: Multimodality and Writing Instruction In Koreamentioning

confidence: 99%

Teachers’ Perceptions about Teaching Multimodal Composition: The Case Study of Korean English Teachers at Secondary Schools

Ryu¹,

Boggs²

2016

ELT

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“…For the purposes of this article, multimodal composition refers to activities that engage learners in the use of digital tools to construct texts in multiple semiotic modes, including writing, image, and sound (to name a few). Researchers in composition studies, second and/or foreign language education, and literacy education have considered student use of a range of text types, including, among others, websites (Shin & Cimasko, ); Powerpoint presentations (Tardy, ); audio essays (Selfe, Fleischer, & Wright, ); multimodal stories (Vasudevan, Schultz, & Bateman, ); and various kinds of video productions, including digital stories (Nelson, ). Bringing such digital multimodal forms of communication into the classroom is seen to be desirable for several reasons: (1) it better prepares learners for their future, literate lives in a digitally mediated world; (2) it better matches learners’ literacy practices in out‐of‐class environments; and consequently, (3) it engages and empowers learners to participate in language and literacy instruction (Selfe, ).…”

mentioning

confidence: 99%

Remix Culture and English Language Teaching: The Expression of Learner Voice in Digital Multimodal Compositions

Hafner

2015

TESOL Quarterly

134

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A number of scholars maintain that the affordances of digital media to easily copy, edit, and share digital content has led to the development of a remix culture in which the amateur creation of cultural artifacts—often remixes, mashups, or parodies based on the creative works of others—has proliferated. At the same time, in TESOL there is increasing interest in engaging students with processes of digital multimodal composition, focusing not only on language proficiency as it is traditionally conceived but also on the strategic use of multimodal resources and collaborative tools to reach a wide authentic audience on the Internet. One issue which such approaches must face is the tendency for some students to draw upon and remix existing creative works in their digital compositions. In particular, the issue is whether this practice of remix promotes or compromises the expression of learner voice. This article considers these questions by examining the multimodal compositions of students in a course in English for science at a Hong Kong university. The analysis generates a theoretical model of remix practices, which can be applied to the teaching and evaluation of multimodal compositions in English language courses.

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“…Early attempts at multimodal assessment (eg, Matthewman et al , ; Vincent, ) commonly draw on the most prominent model of multiliteracies pedagogy proposed by the New London Group (). Shin and Cimasko () identified three groups of research in the recent literature that applied the multimodal design model within the multiliteracies framework when considering the various design modes of multimodal texts. The first group primarily examined single modes in isolation, the second group discussed the multimodal relationship of two modes in dichotomous ways and the third group attended to the interactivity of the total spectrum of available modes and attempted to approach them in a holistic manner.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…The reported findings have important pedagogical implications for developing multimodal assessments. Over the past few years, the distinctive nature and educational merits of multimodal texts have been widely recognized, but at the same time literacy researchers have expressed concern over the Multimodal assessment 407 challenges associated with teaching and assessing (eg, Cope et al, 2011;Matthewman, Blight & Davies, 2004;Shin & Cimasko, 2008;Vincent, 2006;Wyatt-Smith & Kimber, 2009). As Vincent (2006) stated, "Monomodal verbal facility is generally considered to be a key educational asset" (p. 52).…”

Section: Findings and Discussionmentioning

confidence: 99%

Multimodal assessment of and for learning: A theory‐driven design rubric

Hung

Chiu

Yeh

2012

Brit J Educational Tech

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Given the changing nature of literacy, there is an urgent need to develop alternative ways of assessment in support of students' new literacy practices in the digital age. While emergent models of multimodal assessment are being developed in theoretical contexts, the study reported in this paper illustrates how multimodal theories can be realized in classroom practice. Seeking to address the needs of both literacy instruction and assessment, this study proposed a design rubric from the multiliteracies perspective to assess students' design of multimodal texts as a means to support assessable new literacy practices. Specifically, this research aimed to investigate how the design rubric as a formative assessment tool affects English learners' multimodal text production (in this case, presentation slides). The empirical results of this study reveal that the theory‐driven design rubric was useful for enhancing the students' understanding and awareness of the multimodal nature of presentation slides and led to improvement in their multimodal text production. The findings have important implications for scaffolding students' multimodal literacy by using formative assessment as one of the instructional approaches in multiliteracies pedagogy. Practitioner Notes The advent of digital technology brings about a re‐conceptualization of literacy. Today's students must be literate in both traditional printed texts and multimodal texts that are commonly associated with digital technology and multimedia. New literacy practices require teachers to develop new assessment practices. This paper offers valuable insights into literacy instruction and assessment. This paper presents a course design using action research that responds to the urgent need to develop alternative ways of assessment in support of students' new literacy practices in the digital age. This paper proposes a theory‐driven design rubric from the multiliteracies perspective to assess learners' multimodal text production. Implications for practice and/or policy Multimodal assessment allows teachers to help students build a metalanguage for understanding and describing multimodal texts. Literacy and language educators may consider adapting the proposed design rubric as a formative assessment tool to provide students with constructive feedback pertaining to the multimodality of texts. The proposed design rubric can also be used for peer review and self‐assessment.

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Multimodal Composition in a College ESL Class: New Tools, Traditional Norms

Cited by 94 publications

References 22 publications

Teachers’ Perceptions about Teaching Multimodal Composition: The Case Study of Korean English Teachers at Secondary Schools

Teachers’ Perceptions about Teaching Multimodal Composition: The Case Study of Korean English Teachers at Secondary Schools

Remix Culture and English Language Teaching: The Expression of Learner Voice in Digital Multimodal Compositions

Multimodal assessment of and for learning: A theory‐driven design rubric

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