Reconceptualizing Assessment for Digital Multimodal Literacy

Yi, Youngjoo; King, Nicole; Safriani, Afida

doi:10.1002/tesj.354

Cited by 28 publications

(9 citation statements)

References 17 publications

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“…This approach promotes lexical knowledge (Freyn & Gross, 2017) and offers opportunities for diverse representation and interpretation of multimodal texts that allow critical literacy practices (Ajayi, 2009). Multimodal teaching also helps students better understand subject-matter content knowledge (Choi & Yi, 2016) and increases academic literacy through collaborating multimodal tasks (Hafner, 2014;Yi, King, & Safriani, 2017). This method permits students to gain confidence and learn ways to express their own perspectives through multimodal presentations (Choi & Yi, 2016;Yi, King, & Safriani, 2017).…”

Section: Motivations and Engagementmentioning

confidence: 99%

“…Multimodal teaching also helps students better understand subject-matter content knowledge (Choi & Yi, 2016) and increases academic literacy through collaborating multimodal tasks (Hafner, 2014;Yi, King, & Safriani, 2017). This method permits students to gain confidence and learn ways to express their own perspectives through multimodal presentations (Choi & Yi, 2016;Yi, King, & Safriani, 2017).…”

Section: Motivations and Engagementmentioning

confidence: 99%

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Breaking the Inequitable Education Cycle for English Language Learners Through Policies and Practices in American Schools

Yeh

Wan

Scott

2020

EJEL

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This study employed qualitative evidence synthesis (Saldaña, 2012) to critically examine and systematically analyze 63 studies published between 2000-2018 reporting positive educational impacts on English language learners (ELLs). Drawing on Scarcella’s (2003) academic English literacy framework and culturally responsive teaching (Gay, 2001), this study demonstrates three mechanisms to improve ELL outcomes. First, teachers should use both culturally responsive practices and knowledge of language acquisition. Second, fostering family and peer supports creates positive learning environments. Finally, long-term solutions require policies addressing the socio-politico-economic disparities affecting ELLs. These results show, in a synthesized fashion, an approach to equitable quality education for ELLs. Article visualizations:<img src="/-counters-/edu_01/0661/a.php" alt="Hit counter" />

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Section: Motivations and Engagementmentioning

confidence: 99%

Section: Motivations and Engagementmentioning

confidence: 99%

Breaking the Inequitable Education Cycle for English Language Learners Through Policies and Practices in American Schools

Yeh

Wan

Scott

2020

EJEL

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“…Several researchers, such as Jewitt (2003), and Yi, King, and Safriani (2017), have pointed out the need for assessment tools that recognize multimodal literacy in English education. A decade ago, Jewitt found that writing was the dominant mode in assessment in the UK: "While learning draws on a wide range of images and non-linguistic resources, mainstream methods of assessment used in schools persist in being almost entirely mono-modal" (2008, p. 52).…”

Section: Literature Reviewmentioning

confidence: 99%

Inspired by image: A multimodal analysis of 10th grade English school-leaving written examinations set in Norway (2014-2018)

Jakobsen¹

2019

ADNO

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What role does multimodality play in assessment in the English subject in Norway? This article focuses on final written examinations from 2014 to 2018 and investigates the multimodal literacy skills that examinations invite lower secondary school students to demonstrate. Examinations in the English subject are digital and technically open to a rich multimodal practice. Analysis in this article finds that the texts to be read in examinations are carefully designed multimodal texts, with plentiful use of visual aspects of writing and with images that add significantly to the creation of complex cohesive ensembles. When it comes to the examination tasks, however, the opportunity for the students’ multimodal output is limited and ambiguous. In sum, there is an imbalance between input and output.Keywords: multimodal literacy, multimodal texts, English, assessment, lower secondary schoolInspirert av bilder: En multimodal analyse av sentralt gitt skriftlig eksamen for 10. trinn i engelsk i Norge fra 2014 til 2018SammendragHvilken rolle spiller multimodalitet i engelskfagets vurderingspraksis i Norge? Denne artikkelen fokuserer på avsluttende skriftlig eksamen fra 2014 til 2018, og undersøker hvilken multimodal literacy (tekstkyndighet) eksamen legger opp til at ungdomsskoleelever får vise fram. Eksamen i faget er digital og teknisk sett åpner den for en rik multimodal praksis. Analysen i artikkelen viser at eksamenstekstene elevene leser er nøye designede multimodale tekster, med rikelig bruk av visuelle aspekter ved skrift, og med bilder som bidrar til komplekse, helhetlige, sammensatte tekster. Når det gjelder eksamensoppgavene derimot, er elevens mulighet til å uttrykke seg multimodalt både begrenset og tvetydig. Alt i alt er det en ubalanse mellom det som skal leses og det som skal skrives til eksamen. Nøkkelord: multimodal literacy, sammensatte tekster, engelsk, vurdering, ungdomstrinn

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“…However, with the rapid growth of educational technology platforms (e.g., Quizlet, Kahoot!) and ubiquitous technology in our daily lives, teachers might be more inclined in recent years to use multimodal teaching in EFL reading instruction (Yi et al, 2017).…”

mentioning

confidence: 99%

Teaching Reading Skills in “Surround Sound”

Schachter

2021

PCP

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Considering that Japanese university reading classes are upwards of 100 minutes, EFL teachers need to be equipped with a variety of “active learning” methods to keep their students engaged and focused on specific reading skills, content comprehension, and vocabulary development. However, some Japanese students might be more familiar with a top-down, passive learning approach. Using the principles of Auster and Wylie’s (2006) four dimensions of the teaching process (context setting, class preparation, class delivery, and continuous improvement), surround-sound pedagogy (SSP) was designed by the author to increase student engagement and motivation in university-level EFL reading classes by stimulating active learning. This paper provides specific strategies on how to support student vocabulary and content comprehension/ retention, confidence when reading aloud, and accuracy in pronunciation/connected speech. 日本の大学ではリーディングの授業が100分以上に及ぶことから、EFLの教師は、生徒の読む力や理解力、語彙力の向上に向けて、様々な「アクティブラーニング」の手法を身につける必要がある。しかし、日本の学生の中にはトップダウンの受動的な学習方法に慣れている学生も存在する。Auster and Wylie（2006）のティーチングプロセスの4次元の原則（文脈設定、授業準備、授業実施、継続的改善）を用い、著者はサラウンドサウンド教育法（SSP）を考案した。これは能動的学習を促すことで、大学レベルのEFLリーディングの授業における学生の取り組み方とやる気を向上させるものである。本稿では、学生の語彙や内容の理解・保持、音読時の自信、発音・連結音声の正確さをサポートする方法について、具体的な戦略を示している。

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Reconceptualizing Assessment for Digital Multimodal Literacy

Cited by 28 publications

References 17 publications

Breaking the Inequitable Education Cycle for English Language Learners Through Policies and Practices in American Schools

Breaking the Inequitable Education Cycle for English Language Learners Through Policies and Practices in American Schools

Inspired by image: A multimodal analysis of 10th grade English school-leaving written examinations set in Norway (2014-2018)

Teaching Reading Skills in “Surround Sound”

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