Tracing the Paths of Multimodal Composing Pedagogy: Examining Instructional Practice Using a Transliteracies Framework

• In Event: Marriott Roundtable Session 21
  In Roundtable Session: Pedagogies of Multimodal Reading and Composing

Abstract

This paper presents a case study of one middle school teacher’s history related to his uptake of multimodal composing practices in the classroom. It addresses a gap in the literature by examining the personal, academic, and professional experiences that shape teachers as practitioners/facilitators of multimodality. I used a transliteracies framework (Stornaiuolo et al., 2016) to analyze data collected from interviews, classroom observations, and artifacts. Analysis revealed his emerging understandings of literacy, how these understandings were taken up, the resonance of the multimodal composing practices, and scaler factors that influence these practices’ mobility. These findings advance our understanding of what shapes teachers’ multimodal pedagogy and highlight the need for additional research into teacher education, multimodal assessment practices, and educational policy.

Author

• Carrie L. James, University of Illinois at Urbana-Champaign