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Descriptors:
Learning Processes; Learning Theories; Educational Environment; Sensory Experience; Learning Modalities; Intermode Differences; Self Concept; Educational Research

Abstract:
This article outlines the implications of a theory of "sensory-emplaced learning" for understanding the interrelationships between the embodied and environmental in learning processes. Understanding learning as multisensory and contingent within everyday place-events, this framework analytically describes how people establish themselves as "situated learners." This approach is demonstrated through three examples of how culturally constructed sensory categories offer routes to knowing about the multisensoriality of learning experiences. This approach, we suggest, offers new routes within practice-oriented educational theories for understanding how human bodies become situated and embedded in cultural, social, and material practices within constantly shifting place-events. (Contains 1 figure and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Art Education; Written Language; Grade 1; Elementary School Students; Picture Books; Reading Instruction; Art Activities; Teaching Methods; Learning Modalities; Multisensory Learning

Abstract:
This article shares the authors' work with first graders and how, through various reading, writing, and art experiences around picturebooks, the children learned to read and communicate through art along with written language. The work is grounded in multimodality theory and the belief that all modes (particularly art for the purposes of this article) are equally valid and significant ways of communicating meaning. The article provides examples of experiences with the picturebooks I Love My New Toy and Guji Guji of how the children came to understand the language of art. Insights from this work that are discussed include that young children can and do think and read multimodally, that understanding art as an equally valid mode of communication, along with written language, provides children with additional pathways through which to construct meaning, and that art is a valid language that needs to be valued and taught. (Contains 3 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Literacy; Cartoons; Second Language Learning; Ideology; English Language Learners; Immigration; Summer Schools; Literacy Education; Personal Narratives; Learner Engagement; Story Telling; Multimedia Instruction; Intermode Differences; Learning Modalities

Abstract:
This article explores how immigrant students in the United States utilise multimodal literacy practices to complicate dominant narratives of American national identity--narratives of facile assimilation, meritocracy and linear trajectories. Such ideologies can be explicitly evident in curricular materials or can be woven more implicitly into school literacy practices that privilege individual achievement, devalue cultural ways of knowing, and operate on a paradigm of remediation. Within this educational backdrop, we report on a practitioner research study that invited students in a summer school programme for English Language Learners to share their experiences in multiple formats and media, including comics, and to draw on their cultural and linguistic heritages as sources of knowledge. We feature comics created by two students in the programme (an 8-year-old girl of Indian heritage and a 16-year-old boy from Vietnam) to understand the potential of visual texts to articulate micronarratives of immigration. We emphasise how students blend semiotic resources in order to represent the complexity of their experiences, convey cultural hybridity and resist singular narratives. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Literary Criticism; Realism; Discourse Analysis; English; Conferences (Gatherings); Story Telling; Personal Narratives; Poetry; English (Second Language); Photography; Visual Aids; Literacy; Writing Instruction; Writing (Composition); Middle School Students; Grade 7; Grade 8; Intermode Differences; Learning Modalities

Abstract:
This paper explores how students, as multimodal storytellers, can weave powerful narratives blending modes, genres, artefacts and literary conventions to represent the real and imagined in their lives. Part of a larger ethnographic case study of student writing in a middle years class for immigrant students learning English as an additional language, the research featured in this paper is framed by a theory of artefactual literacies, narrative theory--particularly the genre of magical realism--and cultural studies, specifically notions of representation and cultural identity. The theoretical emphases on the artefactual, structural and representational aspects of multimodal narratives informs a multilayered, fine-grained approach to analysing students' digital narrative poems using the tools of critical discourse analysis, literary analysis and a visual analytic framework developed for analysing student-produced digital photographs. This process is applied to a selected example, Gabriel's "My Name Is" narrative, a story that plays with elements of magical real-ism to explore the simultaneity of his experience as an immigrant youth. The illustrative example speaks to the power of the "fantastical" in literacy pedagogies that seek to take seriously students' cultural identities and their visions for new realities. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade 5; Elementary School Teachers; Teacher Student Relationship; Multimedia Materials; Intermode Differences; Learning Modalities; Science and Society; Electronic Publishing; Experienced Teachers; Inservice Teacher Education; Signs; Hypermedia; Speech Communication; Linguistics

Abstract:
This interpretive case study investigated how a fifth-grade teacher's social practices with visual and linguistic signs positioned her students (10- and 11-year-olds) to take up particular modes as they constructed digital compositions. The context of the study was a suburban public school in the northeastern United States. Analysis was threefold. The discourse surrounding multimodal composition was analyzed via inductive analysis. Students' use of semiotic resources in the HyperStudio composition was analyzed with Unsworth's image-language intermodal framework. Then, teacher-student conversations related to visual and linguistic signs were triangulated with students' compositions. Findings show that a classroom teacher's limited content knowledge as related to metafunctions and metalanguage of visual and linguistic sign systems affected the information taught to the students and, ultimately, their use of visual and linguistic signs. Students demonstrated tacit knowledge of image-language relations beyond what was taught but lacked the explicit knowledge to more strategically use visual and linguistic signs. Implications include the importance of creating opportunities for teachers to develop more substantive content knowledge of the metalanguages and metafunctions of various sign systems. (Contains 3 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Discrimination Learning; Stimuli; Prediction; Learning Modalities; Comparative Analysis

Abstract:
Human contingency learning studies were used to compare the predictions of configural and elemental theories. In two experiments, participants were required to learn which stimuli were associated with an increase in core temperature of a fictitious nuclear plant. Experiments investigated the rate at which a simple negative patterning discrimination (A+ B+ AB[slashed o]) was learned compared to one containing a common but irrelevant element (CD+ CE+ CDE[slashed o]). When the three elements were from separate modalities (visual, auditory and tactile) the common element enhanced the rate at which the discrimination was learned. When stimuli were drawn from a single modality (visual) the common element disrupted learning. A single elemental model, Harris and Livesey's (2010) attention modulated associative network, was shown to predict both sets of results as the model predicts elements from the same modality attenuate summation. In Experiment 2, the common element was separately paired with a consistent outcome (C[slashed o]) and the effect of the common element within the discrimination was found to be removed, again in line with the predictions of Harris and Livesey (2010). (Contains 3 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Human Body; Clubs; Content Area Reading; Grade 6; Mentors; Intermode Differences; Learning Modalities; Adolescents; Literacy; Middle School Students; Learner Engagement; Technology Uses in Education; Reading; Reading Instruction

Abstract:
Multimodal learning clubs link principles of motivation and engagement with 21st century technological tools and texts to support content area learning. The author describes how a sixth grade health teacher and his class incorporated multimodal learning clubs into a unit of study on human body systems. The students worked collaboratively online and in the classroom with a texts that ranged from standard print, digital, and fixed and moving images. The author describes the implementation of the project and provides implications for practitioners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; English for Academic Purposes; Business Administration Education; Intermode Differences; Learning Modalities; Multimedia Instruction; Video Technology; Web Sites; Electronic Publishing; Global Approach; Teaching Methods; Discourse Analysis; Competition; Political Issues; World Views; Sociolinguistics; Second Language Instruction

Abstract:
This article examines the ways in which a multimodal text--a YouTube video on globalization and business--was mediated in two English for Academic Purposes (EAP) classrooms, and how these mediations shaped the instructor's and her students' meaning-making in specific ways. I first explore the complex multimodal discourses involved with this particular video and present my own reading of it. In addressing the instructor's and students' engagements with this video, I adopt a mediated discourse analysis approach to examine their classroom discourses that interact with the social circulation of a globalization discourse featured in this multimodal text. A conversation with the participating instructor, who articulates several issues including concerns about the possible politicization of her classroom if certain approaches to texts are used, is also presented and used to examine her subsequent approach with her students in the second class. I discuss the ways in which social actors take up discourses differently, and conclude by exploring the possible classroom practices that can address an increasingly multimodal curriculum. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Novels; Picture Books; Semiotics; Case Studies; Learning Modalities; Intermode Differences; Literary Genres; Books; Cartoons; Layout (Publications); Literacy; Reading

Abstract:
Colour, a visual element of art and design, is a semiotic mode that is used strategically by sign-makers to communicate meaning. Understanding the meaning-making potential of colour can enhance students' understanding, appreciation, interpretation and composition of multimodal texts. This article features a case study of Anya, an 11-year-old student who participated in a classroom-based research project that explored developing student visual meaning-making skills and competencies by focusing specifically on a selection of visual elements of art and design in picture books and graphic novels. Excerpts from Anya's interview about her multimodal print text revealed that her intentional use of colour was affected by her participation in the learning opportunities afforded during the explorative study that included overt instruction about making meaning with colour. The semiotic analysis of Anya's use of colour in her multimodal text included a consideration of how the various distinctive features of colour were evident in her work. The article concludes with a discussion of pedagogical and assessment issues associated with teaching students about colour and other visual elements of art and design. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teachers; Literature; Literacy; Students; Heuristics; English Curriculum; Educational Games; Literacy Education; Intermode Differences; Learning Modalities; Professional Development; Evaluation

Abstract:
This article argues that digital games and school-based literacy practices have much more in common than is reported in the research literature. We describe the role digital game paratexts--ancillary print and multimodal texts about digital games--can play in connecting pupils' gaming literacy practices to "traditional" school-based literacies still needed for academic success. By including the reading, writing and design of digital game paratexts in the literacy curriculum, teachers can actively and legitimately include digital games in their literacy instruction. To help teachers understand pupils' gaming literacy practices in relation to other forms of literacy practices, we present a heuristic for understanding gaming (HUG) literacy. We argue our heuristic can be used for effective teacher professional development because it assists teachers in identifying the elements of gameplay that would be appropriate for the demands of the literacy curriculum. The heuristic traces gaming literacy across the quadrants of actions, designs, situations and systems to provide teachers and practitioners with a knowledge of gameplay and a metalanguage for talking about digital games. We argue this knowledge will assist them in capitalising on pupils' existing gaming literacy by connecting their out-of-school gaming literacy practices to the literacy and English curriculum. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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