Broadening Student and Teacher Participation

Multimodal Projects in a Classroom Affinity Space

Bibliographic Data

ID15017129
AuthorsValerie L Marsh (0000-0001-8122-4070, corresponding author)
Year2021
Volume64
Issue5
Pages521-529
Publication date2021-03-01
Open AccessYes
TypeARTICLE
VenueJournal of Adolescent & Adult Literacy (JOURNAL)
Journal identifiersISSN: 1081-3004 • E-ISSN: 1936-2706
PublisherWiley (PUBLISHER • GB)
DOI10.1002/jaal.1134
OpenAlexW3134331260
LanguageEN
Citations received2
References cited21

In this study, I explored how a high school English class’s multimodal project broadened student and teacher participation. Previous research has established that multimodal composing expands the nature of classroom texts, opens opportunities for identity expression, and extends access to audiences. Less is known about how affordances work together to increase options for more students and teachers to participate in school‐based writing. Informed by affinity space and multimodality frameworks, this article adds to a small pool of classroom affinity space studies. Through grounded theory analysis, findings reveal that a multimodal project provided students opportunities to participate as interactive audience members, pursue less typical routes to status, and express identity; their teacher experienced an opportunity to participate more flexibly. Pertinent to a rise in online learning and increasingly prevalent and complex ways to create multimodal content, findings illuminate classroom affinity space features focused on broadening participation

Affordance · Class (philosophy · Identity (music · Mathematics education · Multimodality · Pedagogy · Sociology · World Wide Web · Computer Science · Digital Storytelling and Education · EFL/ESL Teaching and Learning · Literacy, Media, and Education · Psychology