(De)Valuing Multimodal Literacy: A Case of One Teacher-Writer in a Multimodal Composition Course

• In Event: Literacy Considerations in Teacher Education

Abstract

This paper examines the learning experiences of one ELA pre-service teacher in a multimodal composition course. The authors rely on single-case study methods to analyze Elise’s multimodal compositions and reflections. This inquiry asks: a) How does a multimodal literacy course impact PSTs’ views of multimodal literacy instruction? b) What impact does a multimodal literacy course have on the identity development of ELA teachers? c) What prior experiences facilitate or prevent PSTs uptake of multimodal concepts? Findings detail how Elise at once valued and devalued multimodal composition, often in subtle ways; and how popular but flawed discourses -- such as “learning styles” theory -- supported and interfered with learning multimodal concepts. The work concludes with recommendations for ELA teacher educators.

Authors

• Mike P Cook, Auburn University

• Brandon Lee Sams, Iowa State University