Multimodal Resources and Approaches for Teaching Young Adolescents

A Review of the Literature

Dados Bibliográficos

ID22049182
AutoresRoberta Linder (0000-0002-0346-0825, Independent Researcher, Delaware, OH 43015, USA, autor correspondente), Francine Falk-Ross (Pace University)
Ano2024
Volume14
Fascículo9
Páginas1010
Data de publicação2024-09-14
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducation Sciences (JOURNAL)
Identificadores do periódicoISSN: 2227-7102 • E-ISSN: 2227-7102
EditoraMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14091010
OpenAlexW4402806234
IdiomaEN
Citações recebidas3
Referências citadas40

With an increased number of multimodal texts being read, viewed, or designed by young adolescents ages 10–15 years, classroom instruction requires a focus on current research related to multimodal pedagogy. This integrative literature review sought to determine how instruction based on multimodality has been implemented in middle school classrooms. Educational databases were searched to locate empirical quantitative and qualitative studies describing instruction focusing on reading, viewing, or designing multimodal texts. The authors reviewed 37 research studies published between 2013 and 2023 to update the MLER Research Agenda. An analysis of the studies revealed three themes related to multimodal pedagogy: promoting language and literacy development; enhancing content learning; and providing opportunities for empowerment, personal expression, and identity development. Three gaps in the literature were also noted: no studies were conducted in mathematics classrooms, few studies examined multimodal pedagogy and students with learning or language differences, and few studies investigated the impact of multimodal pedagogy on students’ learning. Based on our findings, we conclude with a series of questions for a research agenda

Mathematics education · Multimedia · Pedagogy · Teaching method · Computer Science · Digital Storytelling and Education · Literacy, Media, and Education · Multilingual Education and Policy · Psychology