Negotiating “what counts” in multimodal writing in the classroom

A high school English teacher’s perspective

Datos Bibliográficos

ID12213634
AutoresOlivia G Stewart (0000-0003-2093-2182, St. John’s University, Jamaica, NY, USA, autor de correspondencia)
Año2023
Volumen37
Número7
Páginas2071-2087
Fecha de publicación2023-10-09
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaInternational Journal of Qualitative Studies in Education (JOURNAL)
Identificadores de la revistaISSN: 0951-8398 • E-ISSN: 1366-5898
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09518398.2023.2264237
OpenAlexW4387459617
IdiomaEN
Citas recibidas2
Referencias citadas36

As students and teachers embrace more forms of multimodal composing, classroom power structures move from the more linear, hierarchical structures typically seen in education to more open, student-centered forms. However, these transitions are not always seamless. Using a multiliteracies framework, this article focuses on how a classroom teacher framed what counted as writing in a senior English class where students created a digital writing portfolio across three platforms. Findings explore what counted as writing from the perspective of the teacher before, during, and after the portfolio unit as well as the struggles that she faced in understanding how to assess the myriad of possible authoring paths multimodal projects offer. Implications extend to how teachers may be influenced by and continue to push back on established institutional power structures to open spaces for reshaping what counts as writing in the classroom.Keywords: Multimodalitymultiliteracieswritingdigital literaciespower Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 All names are pseudonyms.2 Students, their parents (if under 18), and the teacher all provided informed, written consent.3 In the transcriptions, "..." indicates that non-essential text is removed for ease of reading and the meaning of the text is still intact; "[...]" indicates a brief pause in speech.Additional informationNotes on contributorsOlivia G. StewartDr. Olivia G. Stewart is an Assistant Professor of Literacy at St. John's University in the Department of Education Specialties in Queens, NY. Her multiliteracies-framed and critical digital literacies-framed research interests center around multimodal authoring paths and digital-age literacy practices to expand notions of "what counts" as writing, particularly for academically marginalized students. She also examines how critical digital literacy practices can humanize online learning environments to engage learners more authentically and create more equitable learning environments

Linguistics · Literacy · Mathematics education · Meaning (existential · Negotiation · Pedagogy · Perspective (graphical · Power (physics · Reading (process · Rhetoric · Sociology · Computer Science · Education and Technology Integration · Literacy, Media, and Education · Psychology · Second Language Learning and Teaching