21st Century Literacies in Teacher Education: Investigating Multimodal Texts in the Context of an Online Graduate-Level Literacy and Technology Course

Autor/inn/en	Karchmer-Klein, Rachel; Shinas, Valerie Harlow
Titel	21st Century Literacies in Teacher Education: Investigating Multimodal Texts in the Context of an Online Graduate-Level Literacy and Technology Course
Quelle	In: Research in the Schools, 19 (2012) 1, S.60-74 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-5300
Schlagwörter	Content Analysis; Teacher Education Programs; Investigations; Literacy; Technology Education; Semiotics; Intermode Differences; Reader Text Relationship; Reading Assignments; Multimedia Instruction; Multimedia Materials; Reading Comprehension; Technology Uses in Education; Web 2.0 Technologies; Online Courses; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Inhaltsanalyse; Untersuchung; Alphabetisierung; Schreib- und Lesefähigkeit; Technisch-naturwissenschaftlicher Unterricht; Semiotik; Multimediales Lernen; Leseverstehen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Unterrichtserfolg
Abstract	This study investigated the modes, semiotic resources, and intersemiotic relationships present in the design of multimodal electronic texts. The participants comprised 10 women and 2 men, who were enrolled in a graduate-level course focused on multimodality and who used a virtual poster tool to respond to a classroom assignment. Content analysis of the virtual posters and constant comparison analysis of case narratives revealed three important findings. First, the web tool used to develop the virtual posters influenced the participants' responses by confining space, encouraging participants to shift away from words and rely upon video, images, and hyperlinks to convey information. Second, although participants incorporated numerous modes, many times the resources were not relevant to overall meaning, disrupting readers' comprehension of their responses. Third, given the impact of reading path on the comprehension of multimodal texts, participants who incorporated textual features to help guide their readers were more successful at creating unified multimodal responses. The authors discuss these findings in detail and discuss important lessons learned from the study. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/rits.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10