Profiling high school students’ multimodal posting in a digital literacy SPOC and examining teachers’ and students’ perceptions

Bibliographic Data

ID21632284
AuthorsMengqian Wang (0000-0002-8931-6700, Capital Normal University, corresponding author), Wenge Guo (Peking University), Qian Dong (0000-0002-1038-2116, Beijing Normal University)
Year2024
Volume32
Issue3
Pages994-1011
Publication date2024-03-15
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInteractive Learning Environments (JOURNAL)
Journal identifiersISSN: 1049-4820 • E-ISSN: 1744-5191
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10494820.2022.2107678
OpenAlexW4290704038
LanguageEN
Citations received1
References cited43

Given the changing nature of literacy, it is critical to investigate how learners communicate using the multimodal affordances of digital platforms. Guided by metafunctions of Systemic Functional Linguistics, this study developed a multimodal analytical framework to quantify multimodal composing with indicators of functional meaning to evaluate students’ multimodal literacy practices from an overall perspective. Based on a high school digital literacy SPOC (Small Private Online Course), this study adopted a mixed-method approach to profile students’ multimodal posting and examine teachers’ and students’ perceptions. The empirical findings included that: (1) Five profiles were identified based on students’ ideational, interpersonal, and textual meaning differences: academic posters, sensational posters, visual posters, all-round posters, and perfunctory posters. Academic posters viewed multimodal posting as a presentation of research findings; sensational posters viewed multimodal posting as a connection with classmates; visual posters valued the formal beauty of multimodal posts; all-round posters remixed the ideational, interpersonal, and textual functions of multimodal posting; perfunctory posters viewed multimodal posting as a have-to-do task. (2) Teachers underestimated multimodal posting’s interpersonal meaning that students valued. The SFL-based multimodal analytical framework and empirical findings provide implications for explicitly evaluating and guiding students’ multimodal composition in digital environments

Affordance · Cognitive psychology · Digital Literacy · Empirical research · Interpersonal communication · Literacy · Mathematics education · Meaning-making · Multimedia · Multimodal learning · Multimodal therapy · Multimodality · Pedagogy · Perception · World Wide Web · Communication · Computer Science · Digital Storytelling and Education · Innovative Teaching and Learning Methods · Literacy, Media, and Education · Psychology · Artificial Intelligence

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