Multimodal Composing in a Digital World: How Instructional Scaffolding Supports the Development of Children's Storytelling Proficiency

• In Event: 34.097 - Sheraton Roundtable Session Four - Grand Centre
  In Roundtable Session: 34.097-4 - Digital Composing: Navigating Collaboration, Performance, and Identity

Abstract

In this article, the authors engage the theoretical lens of multimodal literacy in rethinking the scaffold instruction in practice and processes of composing digital narratives in classrooms. Specifically, a pre-post, control group experimental design was implemented to examine and compare the effects of scaffolds: Lambert’s Seven Elements and Labov’s Story Grammar, and non-scaffold to digital storytelling on the performance of second grade students’ story writing, telling, design, and construction using video editing software. The analyses reveal that scaffold instructions significantly increased students’ ability to create digital narratives. Bringing together the examination of practices and theory of scaffolding and multimodal literacy, it provides ways to ignite students’ interests about reading and writing.

Authors

• Xue Wen, Louisiana State University

• Kim D. MacGregor, Louisiana State University