Blaine E Smith
Biographic Data
| ID | 5998995 |
|---|---|
| NAME | Blaine E Smith |
| GIVEN NAMES | Blaine E |
| FAMILY NAME | Smith |
| SIGNATURE | SMITH B E |
| AFFILIATIONS | University of Arizona |
| ORCID | 0000-0002-7779-5783 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Multimodal Analyses and Visual Models for Qualitatively Understanding Digital Reading and Writing Processes
As technology continues to shape how students read and write, digital literacy practices have become increasingly multimodal and complex—posing new challenges for researchers seeking to understand these processes in authentic educational settings. This paper presents three qualitative studies that use multimodal analyses and visual modeling to examine digital reading and writing across age groups, learning contexts, and literacy activities. The f…
Cultivating writerly virtues: Critical human elements of multimodal writing in the age of artificial intelligence
With increased availability, accessibility, and capability of artificial intelligence (AI) tools, we argue that human processes of virtuous and multimodal composition can support meaningful communication. After defining our perspectives on writerly virtue and multimodality, we suggest how writers and their instructors might approach the use of AI tools in virtuous and multimodal writing and argue that writing processes promote human development, …
It Made Me Think in a Different Way”: Bilingual Students’ Perspectives on Multimodal Composing in the English Language Arts Classroom
This study examined 94 bilingual and emergent bilingual 10th grade students’ perspectives on multimodal composing for academic purposes in their English Language Arts class. A social semiotics theoretical framework was employed to understand students’ views of the affordances and constraints when composing three digital multimodal projects—a hypertext poetry analysis, a persuasive podcast, and a video literary analysis. Qualitative analysis of in…
Scaffolding Multimodal Composition With Emergent Bilingual Students
Digital multimodal composition offers opportunities for emergent bilingual (EB) students to orchestrate semiotic resources in ways that develop their identities, strengthen their understandings of language, and help them to engage with content. To better understand how EBs can participate in varied multimodal composing practices, this study systematically reviews the literature on EBs’ digital multimodal composing in secondary classrooms. More sp…
Students’ Interpretations of a Persuasive Multimodal Video About Vaccines
The present study investigated students’ ( N = 404) interpretations of the main message and use of modes in a persuasive multimodal video on vaccines. It also examined whether students’ topic knowledge, language arts grades, and self-identified gender were associated with their interpretations. Students analyzed a YouTube video in which two entertainers demonstrated the importance of vaccinating children. Students’ interpretations of the usefulne…
Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms
With increasing cultural and linguistic diversity in today’s classrooms, a growing body of research continues to explore the varied ways in which digital tools and multiple modalities can tap into emergent bilingual students’ academic and linguistic strengths. To understand the empirical landscape of this growing research, the authors systematically reviewed the literature on emergent bilinguals and digital multimodal composition in secondary cla…
Science identity development: How multimodal composition mediates student role-taking as scientist in a media-rich learning environment
Mediational Modalities: Adolescents Collaboratively Interpreting Literature through Digital Multimodal Composing
Multimodal codemeshing: Bilingual adolescents’ processes composing across modes and languages
Scaffolding Digital Literacies for Disciplinary Learning: Adolescents Collaboratively Composing Multimodal Science Fictions
This department column explores digital and disciplinary literacies across learning contexts and disciplines within and outside of school. Digital enhancements will encourage readers to post questions, comments, and connections
Seeing It From a Different Light”: Adolescents' Video Reflections About Their Multimodal Compositions
Although research emphasizes the importance of reflection for productive learning, much of this work has focused on writing as the preferred mode. The goal of this study was to examine how two adolescent composers reflected on their multimodal visions and processes through multimodal means—in particular, how the students remixed research‐provided screen capture video, class observation video, and their multimodal products to each create a compose…
Across Languages, Modes, and Identities: Bilingual Adolescents’ Multimodal Codemeshing in the Literacy Classroom
We seek to understand how bilingual adolescent students leverage multiple languages and modes in digital composition. Using a translingual and multimodal perspective of composition, this study reports on the distinct communicative affordances associated with four students’ multimodal codemeshing practices. Through analysis of students’ digital products and retrospective design interviews, we found that students meshed linguistic and modal resourc…
Across Languages, Modes, and Identities: Bilingual Adolescents’ Multimodal Codemeshing in the Literacy Classroom
We seek to understand how bilingual adolescent students leverage multiple languages and modes in digital composition. Using a translingual and multimodal perspective of composition, this study reports on the distinct communicative affordances associated with four students’ multimodal codemeshing practices. Through analysis of students’ digital products and retrospective design interviews, we found that students meshed linguistic and modal resourc…
It Made Me Think in a Different Way”: Bilingual Students’ Perspectives on Multimodal Composing in the English Language Arts Classroom
This study examined 94 bilingual and emergent bilingual 10th grade students’ perspectives on multimodal composing for academic purposes in their English Language Arts class. A social semiotics theoretical framework was employed to understand students’ views of the affordances and constraints when composing three digital multimodal projects—a hypertext poetry analysis, a persuasive podcast, and a video literary analysis. Qualitative analysis of in…
Across Languages, Modes, and Identities: Bilingual Adolescents’ Multimodal Codemeshing in the Literacy Classroom
We seek to understand how bilingual adolescent students leverage multiple languages and modes in digital composition. Using a translingual and multimodal perspective of composition, this study reports on the distinct communicative affordances associated with four students’ multimodal codemeshing practices. Through analysis of students’ digital products and retrospective design interviews, we found that students meshed linguistic and modal resourc…
Seeing It From a Different Light”: Adolescents' Video Reflections About Their Multimodal Compositions
Although research emphasizes the importance of reflection for productive learning, much of this work has focused on writing as the preferred mode. The goal of this study was to examine how two adolescent composers reflected on their multimodal visions and processes through multimodal means—in particular, how the students remixed research‐provided screen capture video, class observation video, and their multimodal products to each create a compose…
Multimodal codemeshing: Bilingual adolescents’ processes composing across modes and languages
Scaffolding Digital Literacies for Disciplinary Learning: Adolescents Collaboratively Composing Multimodal Science Fictions
This department column explores digital and disciplinary literacies across learning contexts and disciplines within and outside of school. Digital enhancements will encourage readers to post questions, comments, and connections
Mediational Modalities: Adolescents Collaboratively Interpreting Literature through Digital Multimodal Composing
Science identity development: How multimodal composition mediates student role-taking as scientist in a media-rich learning environment
Scaffolding Multimodal Composition With Emergent Bilingual Students
Digital multimodal composition offers opportunities for emergent bilingual (EB) students to orchestrate semiotic resources in ways that develop their identities, strengthen their understandings of language, and help them to engage with content. To better understand how EBs can participate in varied multimodal composing practices, this study systematically reviews the literature on EBs’ digital multimodal composing in secondary classrooms. More sp…
Students’ Interpretations of a Persuasive Multimodal Video About Vaccines
The present study investigated students’ ( N = 404) interpretations of the main message and use of modes in a persuasive multimodal video on vaccines. It also examined whether students’ topic knowledge, language arts grades, and self-identified gender were associated with their interpretations. Students analyzed a YouTube video in which two entertainers demonstrated the importance of vaccinating children. Students’ interpretations of the usefulne…
Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms
With increasing cultural and linguistic diversity in today’s classrooms, a growing body of research continues to explore the varied ways in which digital tools and multiple modalities can tap into emergent bilingual students’ academic and linguistic strengths. To understand the empirical landscape of this growing research, the authors systematically reviewed the literature on emergent bilinguals and digital multimodal composition in secondary cla…
It Made Me Think in a Different Way”: Bilingual Students’ Perspectives on Multimodal Composing in the English Language Arts Classroom
This study examined 94 bilingual and emergent bilingual 10th grade students’ perspectives on multimodal composing for academic purposes in their English Language Arts class. A social semiotics theoretical framework was employed to understand students’ views of the affordances and constraints when composing three digital multimodal projects—a hypertext poetry analysis, a persuasive podcast, and a video literary analysis. Qualitative analysis of in…
Cultivating writerly virtues: Critical human elements of multimodal writing in the age of artificial intelligence
With increased availability, accessibility, and capability of artificial intelligence (AI) tools, we argue that human processes of virtuous and multimodal composition can support meaningful communication. After defining our perspectives on writerly virtue and multimodality, we suggest how writers and their instructors might approach the use of AI tools in virtuous and multimodal writing and argue that writing processes promote human development, …
Multimodal Analyses and Visual Models for Qualitatively Understanding Digital Reading and Writing Processes
As technology continues to shape how students read and write, digital literacy practices have become increasingly multimodal and complex—posing new challenges for researchers seeking to understand these processes in authentic educational settings. This paper presents three qualitative studies that use multimodal analyses and visual modeling to examine digital reading and writing across age groups, learning contexts, and literacy activities. The f…
Psychology (10 works) · Computer Science (9 works) · Linguistics (8 works) · Literacy, Media, and Education (8 works) · Pedagogy (8 works) · Mathematics education (7 works) · Multimodality (6 works) · Sociology (6 works) · Digital Storytelling and Education (4 works) · Second Language Learning and Teaching (4 works)