Lindsey Moses
Biographic Data
| ID | 98436 |
|---|---|
| NAME | Lindsey Moses |
| GIVEN NAMES | Lindsey |
| FAMILY NAME | Moses |
| SIGNATURE | MOSES L |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0002-2220-2768 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 42 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
“That storrey reminse you to be cefl”
This study draws on theories of social semiotic perspectives on multimodality and genre as a social semiotic resource to examine one first-grader’s blended-genre nonfiction multimodal composition. Regan, the young author whose work is featured in this article, composed this sophisticated text during a nonfiction writing workshop in a school environment where she had the freedom to choose her topic and make design decisions. Regan’s elementary sch…
Primary Writers’ Identity Negotiations through Positioning in Their Compositions and the Classroom
Building on scholarship that recognizes writing as a rich site of identity negotiation, this study introduces a sociolinguistic analytic frame based on Tannen’s multidimensional power/connection grid and multimodal and visual grammars to explore young writers’ identity work. By integrating Tannen’s framework with an identity and positioning lens, we show how children’s self-authoring reflects ongoing negotiations of status and connection, either …
Agency in a first-grade writing workshop
There is a need to better understand the agentic choices that students make to communicate meaning through their multimodal compositions. Utilizing a case study approach, this article examines the composing of two first-grade students and discusses how these students utilized multimodal composing techniques from structured writing units during an “open unit” where students were given wider parameters for making intentional decisions with their co…
Literacy‐based Play with Young Emergent Bilinguals
This article explores the findings from a formative study focused on language and literacy development in an international school's K5 classroom in South America. The teacher's pedagogical goal was to increase the amount of English used by students related to the social context of a restaurant. The intervention involved an integrated literacy and play‐based unit to introduce, reinforce, and support vocabulary development and opportunities for ind…
One Fourth-Grader’s Orchestration of Modes Through Comic Composition
Language-oriented literacy standards offer mostly linguistic accounts of text complexity. In response, the present article demonstrates that multimodal and visual narratives offer additional ways to understand and discuss text complexity. This descriptive analysis of one fourth-grader’s comic provides an account of the multimodal patterns and orchestration noted across the pages of the comic. Data sources included the published comic, as well as …
Supporting Literacy and Positive Identity Negotiations with Multimodal Comic Composing
This study explores how an alternative writing unit with a focus on comics, choice, and publishing supported positive identity development in a fourth-grade classroom. Many traditional literacy practices with an emphasis on skills marginalize students from under-represented populations. This study reports literacy practices that countered the production of previously established unequal relationships and instead supported bilingual students’ nego…
Educators' perspectives on supporting student agency
The literature on student agency is missing the voice and perspectives of teachers. Although theoretical and empirical research aims to explore student agency by observing and documenting the structures and supports involved in fostering agency, the field knows little of what student agency means to teachers who currently teach and who have experienced the highs and lows of recent educational reform efforts. This article includes three practicing…
A Rose By Any Other Name Is Still a Rose? Problematizing Pseudonyms in Research
Pseudonyms, an integral part of the social science research, are ubiquitous, thereby garnering minimal published reflection. In practice, researchers may apply pseudonyms with little thought or deep reflection. The purpose of this methodological article is to increase the scholarly discussion to provide transparency in the participant naming process. The authors review the literature, detail their reflexive engagement with pseudonyms, and advance…
A Rose By Any Other Name Is Still a Rose? Problematizing Pseudonyms in Research
Pseudonyms, an integral part of the social science research, are ubiquitous, thereby garnering minimal published reflection. In practice, researchers may apply pseudonyms with little thought or deep reflection. The purpose of this methodological article is to increase the scholarly discussion to provide transparency in the participant naming process. The authors review the literature, detail their reflexive engagement with pseudonyms, and advance…
Educators' perspectives on supporting student agency
The literature on student agency is missing the voice and perspectives of teachers. Although theoretical and empirical research aims to explore student agency by observing and documenting the structures and supports involved in fostering agency, the field knows little of what student agency means to teachers who currently teach and who have experienced the highs and lows of recent educational reform efforts. This article includes three practicing…
Literacy‐based Play with Young Emergent Bilinguals
This article explores the findings from a formative study focused on language and literacy development in an international school's K5 classroom in South America. The teacher's pedagogical goal was to increase the amount of English used by students related to the social context of a restaurant. The intervention involved an integrated literacy and play‐based unit to introduce, reinforce, and support vocabulary development and opportunities for ind…
A Rose By Any Other Name Is Still a Rose? Problematizing Pseudonyms in Research
Pseudonyms, an integral part of the social science research, are ubiquitous, thereby garnering minimal published reflection. In practice, researchers may apply pseudonyms with little thought or deep reflection. The purpose of this methodological article is to increase the scholarly discussion to provide transparency in the participant naming process. The authors review the literature, detail their reflexive engagement with pseudonyms, and advance…
Educators' perspectives on supporting student agency
The literature on student agency is missing the voice and perspectives of teachers. Although theoretical and empirical research aims to explore student agency by observing and documenting the structures and supports involved in fostering agency, the field knows little of what student agency means to teachers who currently teach and who have experienced the highs and lows of recent educational reform efforts. This article includes three practicing…
Supporting Literacy and Positive Identity Negotiations with Multimodal Comic Composing
This study explores how an alternative writing unit with a focus on comics, choice, and publishing supported positive identity development in a fourth-grade classroom. Many traditional literacy practices with an emphasis on skills marginalize students from under-represented populations. This study reports literacy practices that countered the production of previously established unequal relationships and instead supported bilingual students’ nego…
One Fourth-Grader’s Orchestration of Modes Through Comic Composition
Language-oriented literacy standards offer mostly linguistic accounts of text complexity. In response, the present article demonstrates that multimodal and visual narratives offer additional ways to understand and discuss text complexity. This descriptive analysis of one fourth-grader’s comic provides an account of the multimodal patterns and orchestration noted across the pages of the comic. Data sources included the published comic, as well as …
Agency in a first-grade writing workshop
There is a need to better understand the agentic choices that students make to communicate meaning through their multimodal compositions. Utilizing a case study approach, this article examines the composing of two first-grade students and discusses how these students utilized multimodal composing techniques from structured writing units during an “open unit” where students were given wider parameters for making intentional decisions with their co…
Literacy‐based Play with Young Emergent Bilinguals
This article explores the findings from a formative study focused on language and literacy development in an international school's K5 classroom in South America. The teacher's pedagogical goal was to increase the amount of English used by students related to the social context of a restaurant. The intervention involved an integrated literacy and play‐based unit to introduce, reinforce, and support vocabulary development and opportunities for ind…
“That storrey reminse you to be cefl”
This study draws on theories of social semiotic perspectives on multimodality and genre as a social semiotic resource to examine one first-grader’s blended-genre nonfiction multimodal composition. Regan, the young author whose work is featured in this article, composed this sophisticated text during a nonfiction writing workshop in a school environment where she had the freedom to choose her topic and make design decisions. Regan’s elementary sch…
Primary Writers’ Identity Negotiations through Positioning in Their Compositions and the Classroom
Building on scholarship that recognizes writing as a rich site of identity negotiation, this study introduces a sociolinguistic analytic frame based on Tannen’s multidimensional power/connection grid and multimodal and visual grammars to explore young writers’ identity work. By integrating Tannen’s framework with an identity and positioning lens, we show how children’s self-authoring reflects ongoing negotiations of status and connection, either …
Literacy, Media, and Education (6 works) · Pedagogy (6 works) · Psychology (6 works) · Sociology (6 works) · Computer Science (4 works) · EFL/ESL Teaching and Learning (4 works) · Linguistics (4 works) · Literacy (4 works) · Mathematics education (4 works) · Art (3 works)