An emerging body of research has demonstrated that multimodal composing is a complicated and multifaceted process which involves the coordination of semiotic, material, and interactional resources. This qualitative study explores how young adolescent students enrolled in an academic enrichment program used digital tools to respond to and analyze literary texts. Data sources included video and audio recordings of classroom interactions, students multimodal compositions, artifacts from the composing process, screen recordings, in-process and final student interviews, surveys, and instructional artifacts. Findings show that students navigated different composing identities, composing pathways, and moments of creative tension as they composed multimodal products. Through the in-depth analysis of students individual and collaborative processes and products, this study traces the material, personal, and interactional resources that students bring to collaborative composingand presents a description of how students take on a variety of interactional roles in the creation of their joint work. This research also documents the pedagogical structures and conditions which may support and hinder students collaborative, multimodal composing.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-05072015-143541 |
| Date | 27 May 2015 |
| Creators | Jocius, Robin K. |
| Contributors | Deborah Wells Rowe, Kevin Leander, Robert Jimenez, Claire Smrekar |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-05072015-143541/ |
| Rights | restricted, 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 Vanderbilt University 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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