Multimodal Composition in a First-Year Writing Course in a Colombian University

Gil, Karen Shirley López; Molina-Natera, Violeta

doi:10.4324/9781315159508-14

Cited by 3 publications

(3 citation statements)

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“…Multimodal assessments also encourage learner engagement, intrinsic motivation and even enjoyment in making their learning and assessment relevant for pedagogical and professional purposes (Bali & Mostafa 2018, p. 228;Beard 2012;Lopez-Gil & Molina-Natera 2018). Multimodal pedagogy can help learners acquire creative, critical, digital and collaboration skills necessary to be successful in the 21st century (Early & Kendrick 2020;Grigoryan 2018, p. 212;Gulecoglu 2018, p. 120;Ntelioglou et al 2014;Wyatt-Smith & Kimber 2009, p. 70).…”

Section: Multimodal Assessmentsmentioning

confidence: 99%

Recalibrating teacher training in African higher education institutions: A focus on 21st-century pedagogical challenges

Matashu¹,

Skhephe²,

Mofosi³

et al. 2022

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer-Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer-review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published.

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Section: Multimodal Assessmentsmentioning

confidence: 99%

Recalibrating teacher training in African higher education institutions: A focus on 21st-century pedagogical challenges

Matashu¹,

Skhephe²,

Mofosi³

et al. 2022

View full text Add to dashboard Cite

show abstract

“…In language, especially in composition classrooms, research has already proven that multimodal approaches to writing have value (Grigoryan, 2018;Lombardi, 2018;Lopez-Gil & Molina-Natera, 2018;Monea & Pybus, 2018;Summers, Szabo & Ingram, 2018). Although there are multiple affordances of multimodal pedagogy, some challenges must be addressed.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Moreover, they gain confidence in creating a variety of texts and modes of communication with multiple digital tools. Multimodal composition also increases students' intrinsic motivation (Lopez-Gil & Molina-Natera, 2018). This is due to students being able to make choices suited to their own interests and needs and to make their learning more relevant (Bali & Mostafa, 2018: 228).…”

Section: Literature Reviewmentioning

confidence: 99%

Multimodal composition pedagogy in Higher Education: a paradigm shift

Olivier

2021

PLING

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The use of digital technologies for pedagogical purposes worldwide has augmented the need for radical and urgent changes in academic literacy education at tertiary institutions. In this article, multimodal composition alternatives to traditional written academic assessments are proposed as a platform for transformation in academic literacy modules. The literature framework highlights the hindrances and affordances of multimodal composition pedagogy. A qualitative research approach was followed in the empirical research. An online questionnaire was used in this interpretivist research design. The opinions of academic literacy lecturers at a South African university were sought to gauge how they felt about incorporating alternative multimodal assessments instead of traditional methods such as text-based compositions only. The inclusion of student voice and agency regarding multimodal academic literacy pedagogy was also investigated. The findings revealed that many lecturers did incorporate formative multimodal teaching and learning strategies to scaffold academic writing. However, with regards to summative assessment of academic literacy skills, most lecturers still preferred the traditional essay. Most of the lecturers were also not in favour of student contribution to multimodal content and assessment. It is the responsibility of all stakeholders to ensure that multimodal composition transformation is implemented to support students’ academic literacy needs, not their own, in an ever-changing digital landscape in higher education.

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Alternative Multimodal Composition Assessments in Academic Literacy Modules

Oojorah

2022

Digital Education and Learning

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Multimodal Composition in a First-Year Writing Course in a Colombian University

Cited by 3 publications

References 0 publications

Recalibrating teacher training in African higher education institutions: A focus on 21st-century pedagogical challenges

Recalibrating teacher training in African higher education institutions: A focus on 21st-century pedagogical challenges

Multimodal composition pedagogy in Higher Education: a paradigm shift

Alternative Multimodal Composition Assessments in Academic Literacy Modules

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