Multimodal Composing Processes: A Cross-Study Analysis of Youth Composing With Digital Tools and Modes

• In Event: 42.084 - Poster Session 8
  In Poster Session: 42.084-8 - New Directions in Literacy Research

Abstract

The purpose of this analysis was to look across five studies of 49 youth from grades 5-12 who composed 7 different genres of multimodal composition to better understand how digital tools and modes mediate composing processes and the products that are possible. We created multimodal composing timescapes for each process to gain a fine-grained and systematic understanding of how youth composed with visuals, text, sound, and movement. Findings suggest that the design of a digital composers workshop requires a deep understanding of the ways in which students’ goals and design preferences interact with, and are mediated by the modes and tools available, as well as genre and audience requirements.

Authors

• Blaine E. Smith, University of Arizona

• Bridget Dalton, University of Colorado - Boulder