Composing for Affect, Audience, and Identity: Toward a Multidimensional Understanding of Adolescents' Multimodal Composing Goals and Designs

Autor/in	Smith, Blaine E.
Titel	Composing for Affect, Audience, and Identity: Toward a Multidimensional Understanding of Adolescents' Multimodal Composing Goals and Designs
Quelle	In: Written Communication, 35 (2018) 2, S.182-214 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088317752335
Schlagwörter	Adolescents; Adolescent Attitudes; English Instruction; Language Arts; Literacy; Semiotics; Grade 12; High School Students; Qualitative Research; Data Analysis; Writing (Composition); Media Literacy; Semi Structured Interviews; Creativity; Audiences; Workshops; Multiple Literacies; Interaction; Advanced Placement Programs; Design; Observation + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; English langauage lessons; Englischunterricht; Sprachkultur; Alphabetisierung; Schreib- und Lesefähigkeit; Semiotik; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Qualitative Forschung; Auswertung; Schreibübung; Media skills; Medie competence; Medienkompetenz; Kreativität; Spectator; Zuschauer; Lernwerkstatt; Schulung; Interaktion; Beobachtung
Abstract	This study examined adolescents' perspectives on their multimodal composing goals and designs when creating digital projects in the context of an English Language Arts class. Sociocultural and social semiotics theoretical frameworks were integrated to understand six 12th grade students' viewpoints when composing three multimodal products--a website, hypertext literary analysis, and podcast--in response to a well-known literary text. Data sources included screen capture and video observations, design interviews, written reflections, and multimodal products. Findings revealed how adolescents concurrently composed for multiple purposes and audiences during the literature analysis unit. In particular, students viewed projects as a platform to emotionally affect and entertain a broader audience, as well as a conduit through which they could represent themselves as composers. Emphasis was placed on creating cohesive compositions--ranging from close modal matching to building meaning at a thematic level and creating a multisensory experience indicative of the novel's narrative world. These findings contribute a multidimensional understanding of adolescents' various and interacting multimodal composing goals and have implications for leveraging modal affordances in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01