Youths’ Investigations of Local Urban Tree Canopy Through Multimodal Storytelling

• In Event: Exploring Students’ Sociocultural and Sociopolitical Practices and Identities Through Multimodality and Embodiment

Abstract

This study examines how 32 small groups (n=55) of 7th and 8th grade students co-created a wide range of digital multimodal projects that explored the environmental, ecological, and sociopolitical impacts of inequitable access to urban tree canopy and greenspace. Through qualitative analysis of students’ interviews, collaborative processes, and projects, we found that multimodal storytelling mediated students’ sensemaking through 1) embracing tree equity, 2) engaging authentic audiences, 3) perspective-taking, 4) exploring affective dimensions, and 5) developing solutions. Multimodal composing offered students multiple points of entry, opportunities for agency, and a way to desettle the epistemic supremacy perpetuated by prototypical, settled school science. We will conclude this presentation with implications for scaffolding digital multimodal composing in the science classroom.

Authors

• Blaine E. Smith, Vanderbilt University

• Heidi Carlone, Vanderbilt University

• Hannah H. Ziegler, Vanderbilt University

• Jingyi Chen, Vanderbilt University

• Yelena Janumyan, Vanderbilt University

• Zachary C. Conley, Vanderbilt University

• Tessaly Jen, Vanderbilt University