Examining Power of Teacher Discourse in Mediating After-School Multiliteracies: A Multimodal Analysis of Transmediation (Poster 3)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Multimodality, Technology, and Equitable Teaching Practices for Multilingual Learners

Abstract

This paper presents a study targeting City Light (pseudonym): a free afterschool program located in a predominantly African American community in an urban Northeastern city. It adopted ethnographic methodology to reflect on the important ways power was embodied in multimodal teacher discourse in mediating an afterschool activity where transmediation was observed. In this paper, transmediation refers to a learning process in which learners generate new meaning and ideas in relation to existing media resources and semiotic modes. Through a discourse analysis of multimodal data sources, the findings suggest that multimodal teacher discourse played a powerful role in engaging learners to generate new meaning and ideas in an afterschool setting where instructions are not driven by state standards or mandated goals.

Author

• Hengyi Liu, University of Southern Indiana