Relational, Multimodal Literacy Coaching Moves: A Multimodal Positioning Analysis of Literacy Coaching

• In Event: Navigating Power and Identity: Multimodal Pedagogies and Collaborative Learning in Diverse Educational Contexts

Abstract

The purpose of this descriptive case study is to illustrate multimodal positioning analysis of instructional videos designed to support master’s level literacy teacher candidates in their development of relational literacy coaching practices featuring a literacy coach and first-year teacher. We use positioning theory plus principles of social semiotic multimodality to analyze how the coach enacts relational work of literacy coaching in interactions with the Kindergarten teacher through different modes (e.g., gaze, gesture, speech, etc.). Initial findings involving positions (e.g., coach as collaborative colleague, knowledge-sharer, listener) are illustrated with multimodal transcripts. This study foregrounds the relational, vulnerable work of coaches and teachers to contrast evaluative, top-down coaching that positions coaches as having the power and teachers as deficient in their teaching.

Authors

• Katarina N. Silvestri, SUNY - College at Cortland

• Gillian E. Mertens, SUNY Cortland