Literacy Playshop in a K–1 Classroom: Multimodal Literacy's Place in Teaching and Assessment

• In Event: Poster Session 2
  In Poster Session: Literacy Instruction

Abstract

Playful multimodal storytelling curricula tap into children’s interests, creativity and literacy resources. For teachers, incorporating both print and multimodal writing practices in elementary classrooms requires a balance of innovative instruction, modified assessment, and exploration. In this study of a K-1 Literacy Playshop unit, researchers examine what happens to instruction when teachers teach multimodal literacies along with print literacy, and in particular, what happens to assessment. They found that writing workshop-trained teachers taught students on aspects of both print and multimodal writing strategies, yet assessed only print-based writing outcomes. This indicates the need for relevant and practical multimodal literacy assessment tools, and this study offers a possible checklist for practitioner use grounded in theory and researched practice.

Authors

• Tolga Kargin, Indiana University - Bloomington

• Christy Wessel-Powell, University of Missouri - St. Louis

• Karen E. Wohlwend, Indiana University - Bloomington

• Ya-Huei Lu, Indiana University - Bloomington