Current literacy assessments are focused on a single mode of meaning-making (reading and writing, whether oral or written) and assume that literacy and language are "fixed systems"-- comprised of discrete skills that can be taught and measured in isolation. This validation and privileging of a single mode of assessment has resulted in children labeled "At-risk" falling significantly behind those without this label. This study investigates what a teacher can learn from a diverse range of assessment forms and modes. In a fourth-grade self-contained classroom, students engaged in multimodal assessments and created multimodal portfolios. Five students labeled "At-risk" were chosen for a deeper analysis. Students' artifacts, interviews, and observations served as the main data sources. Both narrative analysis and analysis of narrative were utilized to generate a more complete narrative of these five students as meaning makers and communicators. The general findings suggest that these children labeled "At-risk" were, in fact, able to engage in multimodal thinking and communication from a critical stance.
Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc984127 |
Date | 05 1900 |
Creators | Young, Whitney |
Contributors | Wickstrom, Carol D., Mathis, Janelle, Patterson, Leslie, Revelle, Carol L. |
Publisher | University of North Texas |
Source Sets | University of North Texas |
Language | English |
Detected Language | English |
Type | Thesis or Dissertation |
Format | vi, 202 pages, Text |
Rights | Public, Young, Whitney, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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