Digital Multimodal Composing across Disciplines at an Urban Public Multicultural School

Autor/in	Min, Jeeyoung
Titel	Digital Multimodal Composing across Disciplines at an Urban Public Multicultural School
Quelle	(2019), (246 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Buffalo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-7188-9
Schlagwörter	Hochschulschrift; Dissertation; Urban Schools; Public Schools; Grade 5; Elementary School Students; Multiple Literacies; Semiotics; Student Diversity; Science Instruction; Writing (Composition); Disadvantaged; English; Language Arts; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; School year 05; 5. Schuljahr; Schuljahr 05; Semiotik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schreibübung; English language; Englisch; Sprachkultur; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this dissertation study is to examine the ways underprivileged fifth-grade students enacted digital multimodal composing practices and enhanced their understanding of digital multimodal composing in activity systems of ELA and science classes in a public school. This study was conducted within one fifth-grade classroom at McGrove Public School that educated ethnically and culturally diverse P-8 students in an urban area in the Northeastern United States. Data were collected for 9 weeks during the 2016-2017 academic year. Data sources included field notes, interview transcripts, and student artifacts. Drawing on a multimodal social semiotic perspective (Kress, 2010, 2015) of meaning making and an activity theory perspective (Engestrom, 1999, 2001, 2015) of human activity systems, a complementary analytical model of activity systems attuned to digital and multimodal tools was used to analyze the data. Findings revealed that students (1) carried out tool-mediated actions oriented toward digital multimodal compositions to achieve their own and shared social purposes in the activity systems; (2) enacted digital multimodal composing practices in mediational relationships to digital and multimodal tools and in social relationships to the community; and (3) grew into digitally and multimodally accomplished composers who had ICT access and opportunities to participate in the digital culture of the community and cultivate social ties in digital communication. This study has implications for educational research which invests in digital multimodal composing to bridge the digital divide (Watkins, 2018) from a social practice view of digital multimodal literacies in the field of digital and multimodal literacies studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01