This descriptive study investigates what happens when an English Language Arts teacher implements multimodal instruction in his senior-level World Literature course. The study is grounded in theories of transmediation and New Literacy Studies and examines the following research questions: 1.) What does multimodal instruction enable students to do and how does it shape and support students engagement and interpretation with literary texts? 2.) What are the cognitive affordances of students participation in multimodal tasks? The research site was a private all male high school a few miles outside a medium-sized city in the Northeast. One twelfth-grade World Literature classroom was observed for a nine-week period as students read two literary texts and composed three multimodal representations in response to each text. Data included field notes, videotaped classroom sessions, student-produced multimodal representations, student reaction forms, students rationales for representation and debriefing sessions with the teacher. Findings of the study reveal there are multiple cognitive and learning strategies that take effect as a result of multimodal instruction and that this type of instruction can be a valuable method for teaching literary interpretation.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-08052011-100910 |
| Date | 18 August 2011 |
| Creators | Oldakowski, Timothy J |
| Contributors | Dr. Jeffrey S. Kaplan, Dr. Linda Kucan, Dr. Amanda Haertling Thein, Dr. Richard Donato |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-08052011-100910/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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