Multimodality, Translanguaging, and Community Repertoires: Exploring Second-Graders’ Digital Composing

• In Event: AERA Roundtable Session Thursday 5:25 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Repairing Harm in Literacy Classrooms (Table 4)

Abstract

This paper draws on translanguaging and multimodality to explore the multimodal choices of second graders as they engaged in digital book composing following instruction that invited translanguaging. Data come from a qualitative project and include audio/video recordings and images of student texts. Findings from descriptive and thematic coding show how students used multiple multimodal, multilingual resources to compose their texts including audio, image, and text resources. Implications for translanguaging theory and pedagogy are discussed.

Authors

• Victoria Pennington, Clemson University

• Lindsey W. Rowe, Clemson University