Investigating Adolescents' Participation Trajectories in a Collaborative Multimodal Composing Learning Environment

Autor/in	Jiang, Shiyan
Titel	Investigating Adolescents' Participation Trajectories in a Collaborative Multimodal Composing Learning Environment
Quelle	In: Educational Technology & Society, 26 (2023) 3, S.21-36 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-3647
Schlagwörter	STEM Education; Student Participation; Grade 5; Grade 6; Grade 7; Grade 8; Educational Environment; Cooperative Learning; Climate; Self Concept; Communities of Practice; Technological Literacy; Educational Technology; Learning Trajectories + Suchen Sie Ihr Suchwort? STEM; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kooperatives Lernen; Klima; Selbstkonzept; Community; Technisches Wissen; Unterrichtsmedien
Abstract	The field of STEM education calls for a nuanced understanding of participation as participation measured by attendance provides limited information about student learning. This multiple case study contributes to a nuanced understanding of youth's participation trajectories in a multimodal composition project. In the project, fifth to eighth grade students worked in small groups to create multimodal science fiction stories in which they needed to propose creative solutions to issues related to climate change. In this study, I adopted two theoretical perspectives, disciplinary identity development and community of practice, to analyze participation trajectories with multiple sources of data. This study shows that STEM practices mediated by multiple modes can not only offer students flexibility in moving across forms of participation, but also open space for them to demonstrate their expertise as knowledge producers. Furthermore, this study suggests that the following strategies could be effective for broadening participation in STEM practices: supporting the development of reflective understanding of connections between disciplines through digital literacies, providing exposure in composing with multiple modes, focusing on building a close relation between self and digital artifacts, and offering flexibility in moving across interactional spaces. These insights shed light on broadening participation in other multimodal learning settings. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01