Collaborative Multimodal Composing: Tracing the Unique Partnerships of Three Pairs of Adolescents Composing across Three Digital Projects

Autor/in	Smith, Blaine E.
Titel	Collaborative Multimodal Composing: Tracing the Unique Partnerships of Three Pairs of Adolescents Composing across Three Digital Projects
Quelle	In: Literacy, 53 (2019) 1, S.14-21 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12153
Schlagwörter	Semiotics; Sociocultural Patterns; Video Technology; Cooperative Learning; Multiple Literacies; Multimedia Materials; Cultural Differences; English (Second Language); Second Language Learning; Grade 12; High School Students; Student Attitudes; Web Sites; Audio Equipment; Hypermedia; Writing (Composition); Technological Literacy; Knowledge Level; Course Content; Design; Preferences; Teaching Methods; Student Projects; Active Learning + Suchen Sie Ihr Suchwort? Semiotik; Soziokulturelle Theorie; Kooperatives Lernen; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Web-Design; Audio-CD; Schreibübung; Technisches Wissen; Wissensbasis; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Aktives Lernen
Abstract	Although a large body of research emphasises the collaborative nature of adolescents' multimodal composing processes in and out of school, little is known about how or why collaborative partnerships might differ across composers or digital tools. Integrating sociocultural and social semiotics theoretical frameworks, this study examined how three pairs of culturally and linguistically diverse Grade 12 students collaboratively composed across three multimodal projects--a website, hypertext literary analysis and podcast--when responding to and analysing literature. Data sources included screen capture and video observations, student design interviews and written reflections. Qualitative data analysis revealed three different types of collaborative partnerships: (1) designer and assistant collaboration, (2) balanced division collaboration and (3) alternating lead collaboration. The division of labor between students was based on the convergence of mediating factors, with students negotiating multiple modes and tools, along with their partner's and their own technical skills, content knowledge and design preferences. These findings demonstrate how collaborative multimodal composing processes were multilayered and offered students flexibility for tailoring unique collaborative partnerships. Implications are discussed for understanding and supporting adolescents' collaborative multimodal composing processes in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01