Deepening Exploration of Identities Through Print-Based and Digitally Mediated Multimodal Composing Practices

• In Event: Roundtable Session 125
  In Roundtable Session: Multimodal Composing Processes Across Contexts

Abstract

Though literacy researchers have examined theories and pedagogy of multimodality, very few have looked into how multimodal literacies can and should be translated into classroom practices, especially in non-English-speaking contexts. Therefore, this proposal reports findings from qualitative research which addresses issues of multilingual and multimodal literacies by examining how Korean heritage language (HL) learners design multimodal texts, as well as how they navigate between print-based and digitally-mediated multimodal composing practices. Findings reveal that print-based essay writing gave HL learners opportunities to pay more attention to formal writing skills, whereas digitally-mediated multimodal composing helped deepen their exploration and expression of identities in a more sophisticated manner. Findings give us valuable insights into ways of incorporating multimodal composing practices into the classroom.

Authors

• Youngjoo Yi, Georgia State University

• Jayoung Choi, Georgia State University

• Eliza Allen, Georgia State University

• Tuba Angay-Crowder, Georgia State University