Skip to content
2018
Volume 53, Issue 3
  • ISSN: 0034-527X
  • E-ISSN: 1943-2348
Preview this article:

There is no abstract available.

Loading

Article metrics loading...

/content/journals/10.58680/rte201930034
2019-02-01
2023-12-05
Loading full text...

Full text loading...

References

  1. Ainsworth S. (1999)  The functions of multiple representations. Computers & Education, 33, 131–152.
    [Google Scholar]
  2. Alvermann D. (2008)  Why bother theorizing adolescents’ online literacies for classroom practice and research?. Journal of Adolescent & Adult Literacy, 52, 8–19.
    [Google Scholar]
  3. Amad M. (2015)  An Arabic tongue that only understands the English language, Retrieved from, https://www.best-poems.net/poem/an-arabic-tongue-that-only-understands-the-english-language-by-mais-amad.html
    [Google Scholar]
  4. Anderson K. T. Stewart O. G. Kachorsky S. D. (2017)  Seeing academically marginalized students’ multimodal designs from a position of strength. Written Communication, 34, 104–134.
    [Google Scholar]
  5. Bailey N. M. (2009)  “It makes it more real”: Teaching new literacies in a secondary English classroom. English Education, 41, 207–234.
    [Google Scholar]
  6. Bruce D. (2009)  Writing with visual images: Examining the video composition process of high school students. Research in the Teaching of English, 43, 426–450.
    [Google Scholar]
  7. Burn A. (2017)  The kineikonic mode: Towards a multimodal approach to movingimage media. Jewitt C. . (Ed.) The Routledge handbook of multimodal analysis 2nd ed. 375–385. London: Routledge.
    [Google Scholar]
  8. Cole M. (1998)  Can cultural psychology help us think about diversity?. Mind, Culture, and Activity, 5, 291–304.
    [Google Scholar]
  9. Creswell J. W. (2013)  Qualitative inquiry and research design: Choosing among five approaches 3rd ed. London: SAGE.
    [Google Scholar]
  10. Curwood J. S. Gibbons D. (2009)  “Just like I have felt”: Multimodal counternarratives in youth-produced digital media. International Journal of Learning and Media, 1 (4), 59–77.
    [Google Scholar]
  11. Dalton B. (2013)  Multimodal composition and the Common Core State Standards. Reading Teacher, 66, 333–339.
    [Google Scholar]
  12. Dalton B. Robinson K. H. Lavvorn J. Smith B. E. Alvey T. Mo E. Proctor C. P. (2015)  Fifth-grade students’ digital retellings and the Common Core: Modal use and design intentionality. Elementary School Journal, 115, 548–569.
    [Google Scholar]
  13. Dickinson E. (1891)  I’m nobody! Who are you?, Retrieved from, https://www.poets.org/poetsorg/poem/im-nobody-who-are-you-260
    [Google Scholar]
  14. Doering A. Beach R. O’Brien D. (2007)  Infusing multimodal tools and digital literacies into an English education program. English Education, 40, 41–60.
    [Google Scholar]
  15. Erlandson D. A. Harris E. L. Skipper B. L. Allen S. D. (1993)  Doing naturalistic inquiry: A guide to methods. Newbury Park, CA: SAGE.
    [Google Scholar]
  16. Gee J. (2012)  Social linguistics and literacies: Ideology in discourses 4th ed. New York: Routledge.
    [Google Scholar]
  17. Glaser B. G. Strauss A. L. (1967)  The discovery of grounded theory: Strategies for qualitative research. New York: Aldine de Gruyter.
    [Google Scholar]
  18. Gunel M. Hand B. Gunduz S. (2006)  Comparing student understanding of quantum physics when embedding multimodal representations into two different writing formats: Presentation format versus summary report format. Science Education, 10, 1093–1112.
    [Google Scholar]
  19. Higgs J. (2017)  Talking to learn in the 21st century: A national study of digital and face-to-face talk in K-12 classrooms (Doctoral dissertation), Retrieved from, https://escholarship.org/uc/item/3gb2h9t8
    [Google Scholar]
  20. Hillocks G. (2011)  Teaching argument writing, grades 6-12 Supporting claims with relevant evidence and clear reasoning. Portsmouth, NH: Heinemann.
    [Google Scholar]
  21. Hodge R. I. V. Kress G. (1988)  Social semiotics. Cambridge: England: Polity Press.
    [Google Scholar]
  22. Hughes L. (1926)  I, too, Retrieved from, https://www.poetryfoundation.org/poems/47558/i-too
    [Google Scholar]
  23. Hughes L. (1958)  Harlem, Retrieved from, https://www.poetryfoundation.org/poems/46548/harlem
    [Google Scholar]
  24. Hull G. A. Katz M. L. (2006)  Crafting an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 41, 43–81.
    [Google Scholar]
  25. Hull G. Nelson M. (2005)  Locating the semiotic power of multimodality. Written Communication, 22, 224–261.
    [Google Scholar]
  26. Hull G. A. Stornaiuolo A. (2010)  Literate arts in a global world: Reframing social networking as cosmopolitan practice. Journal of Adolescent & Adult Literacy, 54, 85–97.
    [Google Scholar]
  27. Hull G. A. Stornaiuolo A. Sahni U. (2010)  Cultural citizenship and cosmopolitan practice: Global youth communicate online. English Education, 42, 331–367.
    [Google Scholar]
  28. Ito M. Horst H. Bittanti M. Boyd D. herr- Stephenson B. Lange P. Robinson L. (2010)  Hanging out, messing around and geeking out: Kids learning and living in new media. Cambridge, MA: MIT Press.
    [Google Scholar]
  29. Jenkins H. Purushotma R. Weigel M. Clinton K. Robinson A. J. (2009)  Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: MIT Press.
    [Google Scholar]
  30. Jewitt C. (Ed.) (2009)  The Routledge handbook of multimodal analysis. New York: Routledge.
    [Google Scholar]
  31. Jocius R. (2013)  Exploring adolescents’ multimodal responses to The Kite Runner: Understanding how students use digital media for academic purposes. Journal of Media Literacy Education 5, 310–325.
    [Google Scholar]
  32. Kirkland D. E. (2011)  Books like clothes: Engaging young Black men with reading. Journal of Adolescent & Adult Literacy, 55, 199–208.
    [Google Scholar]
  33. Kress G. (2010)  Multimodality: A social semiotic approach to contemporary communication. New York: Routledge.
    [Google Scholar]
  34. Leander K. (2009)  Composing with old and new media: Toward a parallel pedagogy. Carrington V. Robinson M. . (Eds.) Digital literacies: Social learning and classroom practices, 147–164. London: SAGE.
    [Google Scholar]
  35. Lee C. D. (2001)  Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal, 38, 97–141.
    [Google Scholar]
  36. Lee C. D. Goldman S.R. Levine S. Magliano J. (2016)  Epistemic cognition in literary reasoning. Greene J. A. Sandoval W. A. Braten I. . (Eds.) The handbook of epistemic cognition. New York: Routledge.
    [Google Scholar]
  37. Lemke J. (1998)  Multiplying meaning: Visual and verbal semiotics in scientific text. Martin J. R. Veel R. . (Eds.) Reading science, 87–113. London: Routledge.
    [Google Scholar]
  38. Leu D. J. Forzani E. Rhoads C. Maykel C. Kennedy C. Timbrell N. (2014)  The new literacies of online research and comprehension: Rethinking the reading achievement gap. Reading Research Quarterly, 50, 37–59.
    [Google Scholar]
  39. Mar R. A. Oatley K. Peterson J. B. (2009)  Exploring the link between reading fiction and empathy: Ruling out individual differences and examining outcomes. Communications, 34, 407–428.
    [Google Scholar]
  40. Mayer R. E. (2008)  Multimedia literacy. Coiro J. Knobel M. Lankshear C. Leu D. J. . (Eds.) Handbook of research on new literacies, 359–376. New York: Erlbaum.
    [Google Scholar]
  41. Mccormick J. (2011)  Transmediation in the language arts classroom: Creating contexts for analysis and ambiguity. Journal of Adolescent & Adult Literacy, 54, 579–587.
    [Google Scholar]
  42. Mills K. A. (2010)  Shrek meets Vygotsky: Rethinking adolescents’ multimodal literacy practices in schools. Journal of Adolescent & Adult Literacy, 54, 35–45.
    [Google Scholar]
  43. Moje E. B. (2009)  Standpoints: A call for new research on new and multi-literacies. Research in the Teaching of English, 43, 348–362.
    [Google Scholar]
  44. Mora P. (1985)  Legal alien, Retrieved from, http://www.hanksville.org/voyage/poems/legalalien.html
    [Google Scholar]
  45. Multimodal Literacies Issue Management Team of the Ncte Executive Committee (2005)  Position statement on multimodal literacies, Retrieved from, http://www2.ncte.org/statement/multimodalliteracies/
    [Google Scholar]
  46. National Assessment of Educational Progress (2011)  Achievement gaps: How Hispanic and White students in public schools perform in mathematics and reading on the National Assessment of Educational Progress (NCES 2011-459). Washington, DC: National Center for Education Statistics.
    [Google Scholar]
  47. National Commission On Writing 2004, September Writing: A ticket to work or a ticket out: A survey of business leaders, Retrieved from, https://www.nwp.org/cs/public/print/resource/2540
    [Google Scholar]
  48. Newfield D. (2014)  Transformation, transduction and the transmodal moment. Jewitt C. . (Ed.) The Routledge handbook of multimodal analysis 2nd ed. 100–113. New York: Routledge.
    [Google Scholar]
  49. Patton M. Q. (1990)  Qualitative evaluation and research methods 2nd ed. Newbury Park, CA: SAGE.
    [Google Scholar]
  50. Purcell K. Buchanan J. Friedrich L. (2013)  The impact of digital tools on student writing and how writing is taught in schools. Washington, DC: Pew Research Center.
    [Google Scholar]
  51. Sandburg C. (1914)  Who am I?, Retrieved from, https://www.poetryfoundation.org/poetrymagazine/poems/12846/who-am-i
    [Google Scholar]
  52. Shanahan L.E. (2013)  Composing “kidfriendly” multimodal text: When conversations, instruction, and signs come together. Written Communication, 30 2 194–227.
    [Google Scholar]
  53. Siegel M. (1995)  More than words: The generative potential of transmediation for learning. Canadian Journal of Education, 20, 455–475.
    [Google Scholar]
  54. Siegel M. (2006)  Rereading the signs: Multimodal transformations in the field of literacy education. Language Arts, 84, 65–77.
    [Google Scholar]
  55. Smith B. E. (2014)  Beyond words: A review of research on adolescents and multimodal composition. Ferdig R.E. Pytash K. E. . (Eds.) Exploring multimodal composition and digital writing, 1–19. Hershey, PA: IGI Global.
    [Google Scholar]
  56. Smith B. E. (2017)  Composing across modes: A comparative analysis of adolescents’ multimodal composing processes. Learning, Media and Technology, 42, 259–278.
    [Google Scholar]
  57. Smith B. E. (2018)  Composing for affect, audience, and identity: Toward a multidimensional understanding of adolescents’ multimodal composing goals and designs. Written Communication, 35, 182–214.
    [Google Scholar]
  58. Smith B. E. (2019)  Collaborative multimodal composing: Tracing the unique partnerships of three pairs of adolescents composing across three digital projects. Literacy, 53 1 14–21.
    [Google Scholar]
  59. Smith B.E. Pacheco M. B. De Almeida C.R. (2017)  Multimodal codemeshing: Bilingual adolescents’ processes composing across modes and languages. Journal of Second Language Writing, 36, 6–22.
    [Google Scholar]
  60. Spradley J. P. (1980)  Participant observation. New York: Holt, Reinhart & Winston.
    [Google Scholar]
  61. Stein P. (2008)  Multimodal instructional practices. Coiro J. Knobel M. Lankshear C. Leu D. J. . (Eds.) Handbook of research on new literacies, 871–898. New York: Erlbaum.
    [Google Scholar]
  62. Strauss A. Corbin J.M. (1998)  Basics of qualitative research: Techniques and procedures for developing grounded theory Zembylas M. . 2nd ed. Thousand Oaks, CA: SAGE.
    [Google Scholar]
  63. Street B. (1984)  Literacy in theory and practice. Cambridge, England: Cambridge University Press.
    [Google Scholar]
  64. Suhor C. (1984)  Toward a semiotics-based curriculum. Journal of Curriculum Studies, 16, 247–257.
    [Google Scholar]
  65. Unsworth L. (2008)  Multiliteracies and metalanguage: Describing image/text relations as a resource for negotiating multimodal texts. Coiro J. Knobel M. Lankshear C. Leu D. J. . (Eds.) Handbook of research on new literacies, 377–405. New York: Erlbaum.
    [Google Scholar]
  66. Vasudevan L. (2009)  Performing new geographies of literacy teaching and learning. English Education, 41, 356–374.
    [Google Scholar]
  67. Vonnegut K. (1961)  Harrison Bergeron. Magazine of Fantasy and Science Fiction, 21 (4), 5–10.
    [Google Scholar]
  68. Vygotsky L. S. (1978)  Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
    [Google Scholar]
  69. Vygotsky L. S. (1981)  The instrumental method in psychology. Wertsch J.V. . (Ed.) The concept of activity in Soviet psychology, 134–143. Armonk, NY: Sharpe.
    [Google Scholar]
  70. Wargo J. M. (2017)  Rhythmic rituals and emergent listening: Intra-activity, sonic sounds and digital composing with young children. Journal of Early Childhood Literacy, 17, 392–408.
    [Google Scholar]
  71. Wertsch J. V. (1991)  Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
    [Google Scholar]
  72. Wertsch J. V. (1998)  Mind as action. Oxford, England: Oxford University Press.
    [Google Scholar]
  73. Whitin P. (2005)  The interplay of text, talk, and visual representation in expanding literary interpretation. Research in the Teaching of English, 39, 365–398.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.58680/rte201930034
Loading
/content/journals/10.58680/rte201930034
Loading

Data & Media loading...

  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error