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Full-Text Articles in Education
Constructing Opportunities: A Multiple Case Study Of The Semiotic Demands And Supports In Elementary Classroom Curricula, Emma Cooper
Electronic Thesis and Dissertation Repository
Limited evidence supports how multimodal pedagogy considers how modes, as constructed by teachers and children, vary across disciplines. This literature gap is potentially problematic for connections arising between facilitation of modes by educators to semiotic demands placed on children. Literature identifies multimodal pedagogy as a way to expand on traditional notions of literacy to assist children in representing meaning through modal constructions. Research focusing on spaces across curriculum available for explicit teaching of semiotics through multimodal pedagogy, and consequences when these spaces are and are not capitalized upon, is needed; it is hoped the study makes its contributions here. The …
Pedagogies Of Possibilities: (Re)Designing Teacher Professional Learning To Support The Use Of Digital Technologies In Multimodal Pedagogies, Lori Mckee
Electronic Thesis and Dissertation Repository
Digital technologies have the potential to expand communication opportunities (Walsh, 2011), but challenges exist in including these technologies in early literacy instruction (Flewitt, Messer, & Kucirkova, 2015). The literature explains that teachers identify a need for support in using digital technologies in their teaching (e.g., Hill, 2010) and professional learning activities are herein key. Still, the research offers differing advice about the formats these activities should take and the types of literacy digital technologies can support. This exploratory multiple-case study was designed to create teacher professional learning (TPL) opportunities to support early primary teachers (kindergarten-Grade 2) in creating and enacting …
Re-Conceptualizing The Nature Of Resources In Multimodal Literacy: The Case Of Young Children’S Meaning Making In An Intergenerational Art Class, Zhen Lin
Electronic Thesis and Dissertation Repository
This case study was embedded in a SSHRC project called: Learning together: A multiple case study of intergenerational multimodal curricula, led by Dr. Rachel Heydon. The study specifically focused on resources employed by young children in their processes of meaning making within intergenerational art classes. Research questions concerned: 1) what resources were available for young children’s meaning making within the intergenerational art classes? 2) what resources were chosen and used by young children in their processes of meaning making and how? and 3) how did different resources interact with each other in multimodal ensembles? The theoretical tool of the …