Understanding the Multimodal Literacies of Faculty in Postsecondary Disciplinary Classrooms

• In Event: AERA Graduate Student Research-in-Progress Session 3
  In Roundtable Session: Understanding Learning and Instruction Across Sectors: Design, Multimodal Literacies, Effectiveness Narratives, and SEL Competencies (Table 2)

Abstract

Multimodal literacies serve as a critical component of pedagogical practice in postsecondary classrooms due to its significant contribution to the meaning making process. However, current research into faculty multimodal literacies indicates that faculty don't recognize the depth of their multimodal literacies because using it in the classroom has become second nature and tacitly understood (Jukes & Schaaf, 2019). Through a single descriptive case study, rooted in a social semiotic perspective, my research aims to develop an understanding of how faculty leverage semiotic resources through multimodal instruction as part of their pedagogical strategy to meet their disciplinary needs during real time instruction.

Author

• Haley Cristea, Salisbury University