Transcultural-affective flows and multimodal engagements: reimagining pedagogy and assessment with adult language learners

Burgess, Julianne; Rowsell, Jennifer

doi:10.1080/09500782.2020.1720226

Cited by 17 publications

(11 citation statements)

References 28 publications

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“…Empirical research in the field of multiliteracies continues to evolve, but there is a general consensus amongst researchers that multimodality has been underrated in thinking through effective teaching and learning (Burgess & Rowsell, 2020;Holloway & Gouthro, 2020;Stagg Peterson & Robinson, 2020). Multimodal pedagogy broadens our understanding of what counts as literacy.…”

Section: Multiliteracies and Multimodalitiesmentioning

confidence: 99%

Composing meaning through multiliteracies and multimodality with adolescent and adult learners

Holloway¹

2022

L & L

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The research from this ongoing nationally funded study explores multiliteracies and multimodality in secondary schools and adult education settings including a museum, dance studio, and French language learning centre. There are 30 participants to date in the study. Using constructivist grounded theory methodology, the study draws upon data from face-to-face interviews, observations, document analysis, and original film footage of learning spaces. Social semiotics theory is used in this paper to articulate how a range of modes (visual, linguistic, and gestural) affect teaching and learning. The findings suggest that multiliteracies and multimodality foster creativity and criticality, engage marginalized learners, and provide greater versatility in meaning-making practices.

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Section: Multiliteracies and Multimodalitiesmentioning

confidence: 99%

Composing meaning through multiliteracies and multimodality with adolescent and adult learners

Holloway¹

2022

L & L

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“…Humor in an online multimodal language learning context is conducive to learners' conceptualization of psycholinguistics (Song, Williams, Schallert, & Pruitt, 2021). Adult learners can accept and enjoy the multimodal language learning, which still needs broader research and further reformation in the future (Burgess & Rowsell, 2020). The multimodal pedagogy could help students analyze lecturer's language choices and their rationales through multiple ways so as to solve various problems (Le Roux, & Kloot, 2019).…”

Section: Positive Educational Outcomesmentioning

confidence: 99%

Exploring the effectiveness of multimodal language pedagogy during the COVID-19 time

2021

Preprint

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This special pandemic time has forced billions of learners to receive multimodal language pedagogy. By combing Rain Classroom, WeChat, Massive Open Online Courses (MOOCs), with the traditional face-to-face classroom, this study implements a research on the effectiveness of multimodal language pedagogy among English majors (N = 59). It is concluded that the multimodal language pedagogy may improve language learning outcomes compared with the traditional one although there are still many disputes over this approach. The essence of the multimodal language pedagogy may be how to appropriately design rather than what digital tools are involved. Future research may focus on how to design effective multimodal language pedagogy by reducing the distractions and increase the interactions.

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“…With the affective turn in language and literacy education (Leander & Boldt, 2012; Leander & Ehret, 2019; Lenters & McDermott, 2021; Zembylas, 2022), there is a growing understanding that students' sensory and emotional experience can be activated and mobilized through multimodal compositions, or practices that focus on various modes and media. Informed by critical affect theories, literacy researchers (Burgess & Rowsell, 2020; Rowsell, 2020; Smith, 2018) have begun to expand the scope of multimodal pedagogy, further envisioning multimodal composition as an affective event constituted and mobilized through a composite of human and material actors. For instance, building on Leander and Ehret's (2019) recognition of felt intensities in literacy learning, Burgess and Rowsell (2020) forward an embodied form of multimodal learning and assessment that recognizes a myriad of feelings and sensations that are crucial to the quality of meaning.…”

Section: Introductionmentioning

confidence: 99%

“…Informed by critical affect theories, literacy researchers (Burgess & Rowsell, 2020; Rowsell, 2020; Smith, 2018) have begun to expand the scope of multimodal pedagogy, further envisioning multimodal composition as an affective event constituted and mobilized through a composite of human and material actors. For instance, building on Leander and Ehret's (2019) recognition of felt intensities in literacy learning, Burgess and Rowsell (2020) forward an embodied form of multimodal learning and assessment that recognizes a myriad of feelings and sensations that are crucial to the quality of meaning. Drawing upon the data of adult refugee learners creating material artifacts and collages, the researchers highlight the affective and embodied dimensions of multimodal assessment.…”

Section: Introductionmentioning

confidence: 99%

“Emotions are what will draw people in”: A study of critical affective literacy through digital storytelling

Jiang

2023

J Adolescent & Adult Lit

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This study explores the implications of critical affective literacy through digital storytelling projects produced by first‐year college writing students. The goal was to examine college students' affective and emotional responses to social justice issues, such as racial profiling, educational inequality, and animal protection, through the lens of digital storytelling. Pairing multimodal pedagogy with critical affective literacy, this study was carried out in two first‐year writing courses in the United States. The researcher who conducted this study also taught the class sessions. Employing the methodology of a qualitative case study, the author gathered information through conducting semi‐structured interviews with 11 students, observing the students' multimodal composition processes, and reviewing the students' digital storytelling videos. The analysis of the data showed that the participants performed critical emotional action when creating digital stories to draw the public's attention to social justice issues. This paper recommends that educators incorporate digital storytelling into social justice pedagogy and cultivate learners' critical affective literacy.

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Transcultural-affective flows and multimodal engagements: reimagining pedagogy and assessment with adult language learners

Cited by 17 publications

References 28 publications

Composing meaning through multiliteracies and multimodality with adolescent and adult learners

Composing meaning through multiliteracies and multimodality with adolescent and adult learners

Exploring the effectiveness of multimodal language pedagogy during the COVID-19 time

“Emotions are what will draw people in”: A study of critical affective literacy through digital storytelling

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