Tensions in Supporting Multimodal Presentations in Elementary Student-Directed Inquiry Projects

• In Event: 21.062 - MTCC Roundtable Session Six
  In Roundtable Session: 21.062-12 - Semiotics in Education: Roundtable Session

Abstract

This paper presentation investigates tensions between instruction in multimodal design principles and how one fifth-grade student puts such principles to practice during an interdisciplinary self-directed inquiry project. This interpretive case study analyzes classroom discourse, participant interviews, and student-created artifacts using qualitative data analysis (Miles & Hubermann, 1994) and multimodal analytical methods (Kress, 2010; Kress & van Leeuwen, 2001). Findings reveal that teachers did provide instruction in multimodal design principles, but this was limited to specific presentation mediums (i.e., posters). However, focal student Fatima elected to create a Google Slides presentation. While she adeptly verbalized a deeper-than-expected knowledge of multimodal design principles and material affordances, Fatima would have benefited from additional guidance in operationalizing this knowledge.

Author

• Katarina Nicole Silvestri, SUNY - College at Cortland