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ERIC Number: EJ1068935
Record Type: Journal
Publication Date: 2015-Jun
Pages: 22
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-0013-5984
Fifth-Grade Students' Digital Retellings and the Common Core: Modal Use and Design Intentionality
Dalton, Bridget; Robinson, Kristin H.; Lovvorn, Jason F.; Smith, Blaine E.; Alvey, Tara; Mo, Elaine; Uccelli, Paola; Proctor, C. Patrick
Elementary School Journal, v115 n4 p548-569 Jun 2015
Multimodal composing is part of the Common Core vision of the twenty-first-century student. Two descriptive studies were conducted of fifth-grade students' digital folktale retellings. Study 1 analyzed 83 retellings in relation to the types and frequencies of modal use, such as image, sound, movement, and written text, as well as their retelling accuracy. Students composed within a scaffolded digital composing environment which comprised the PowerPoint authoring/presentation tool and a researcher-developed story frame. All students' retellings included writing and visual design, 80% included animation, and 70% included sound. Retelling accuracy scores averaged 54%. Study 2 was conducted with a new group of 14 fifth-grade students who had previous digital retelling experience. The retellings included the same types of modal use, but at a higher level of frequency. In their retrospective design interviews, students expressed design intentionality and a metamodal awareness of how modes work together to create an appealing story.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes