A Systematic Review of Multimodal Literacy Instruction With Digital Components (Poster 21)

• In Event: AERA Poster Session Six
  In Poster Session: Literacy Poster Session Two

Abstract

Forms of reading have expanded far beyond print-based text to include multiple representational forms rooted in new practices, including a variety of text formats within multimedia technologies. Yet, the research base lacks a summary of such studies. To inform the field, this systematic research synthesis examines the characteristics and findings of K-5th grade studies explicitly focused on multimodal literacy instruction with digital components (n=42). Findings suggest a preponderance of qualitative research exploring a range of digital component types, with few opportunities for teacher implementation professional development. Findings of the reviewed studies include increased engagement, variable multimodal composing processes, literacy skill building through multimodal instruction, and teacher implementation issues. This study sheds light on the gaps in the literature base.

Author

• Kristin Keane, Stanford University
  Presenting Author