Students as digital multimodal text designers: A study of resources, affordances, and experiences

Abstract

This paper addresses how students design multimodal digital text when making digital stories in school. Drawing on the perspective of ‘multiliteracies’, multimodal analysis of video recordings was used to understand the data. Findings revealed that (a) multimodal digital text making requires particular digital and modal text‐making skills and knowledge, such as knowledge of photography, film, film editing, image searching, and audio recording; (b) students' prior knowledge was crucial for mastering the digital and modal affordances offered when making digital stories; and (c) making multimodal digital texts in school offers increased opportunities for students to perform and succeed in text making. These findings point to the need for schools to offer education that makes it possible for all students to gain knowledge and master skills needed for contemporary text making. Such knowledge goes beyond skills and practices needed when making paper‐based text, and borders on other disciplines such as art and technology. What is already known about this topic Text making in the 21st century entails working in various modes, such as images, writing, and video, and is often performed with digital resources. Today's students must be competent in designing multimodal texts that are commonly associated with digital technology and multimedia. Students' modal choices when creating digital texts are influenced by prior experiences and knowledge of text‐making practices obtained outside school. What this paper adds This paper provides examples of the differing prerequisites of students designing a digital multimodal story. This paper offers insights into the particular digital and modal text‐making skills and knowledge necessary for students to become competent text makers. Multimodal digital texts activities in school offers increased opportunities for students to perform and succeed in text making. Implications for practice and/or policy The results of this study have implications for literacy practices as well what is included in the literacy curriculum. This study provides implications for education that intends to reduce inequalities in students' prerequisites concerning making digital multimodal texts, and examines the text‐making experiences, knowledge, and skills students already possess upon entering the classroom. Classroom‐based instruction and opportunities for digital creation can bridge the gap between student's informal text‐making activities and formal text‐making activities at school and help to close the digital divide among students.

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