ERIC Number: EJ969341
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2042-7530
EISSN: N/A
Cultural Shifts, Multimodal Representations, and Assessment Practices: A Case Study
Curwood, Jen Scott
E-Learning and Digital Media, v9 n2 p232-244 2012
Multimodal texts involve the presence, absence, and co-occurrence of alphabetic text with visual, audio, tactile, gestural, and spatial representations. This article explores how teachers' evaluation of students' multimodal work can be understood in terms of cognition and culture. When teachers apply a paradigm of assessment rooted in print-based culture to multimodal texts created with digital tools, they may fail to capture students' content learning and meaning-making processes that draw on diverse semiotic resources and involve multiple modes of representation. (Contains 3 figures.)
Descriptors: Secondary Education, Intermode Differences, Multimedia Instruction, Media Literacy, Language Arts, English Instruction, Literacy, Cognitive Processes, Educational Practices, Educational Assessment, Student Evaluation, Technological Advancement, Social Change, Context Effect, Secondary School Teachers, Teacher Responsibility, Adjustment (to Environment)
Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/elea
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A