NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1177473
Record Type: Journal
Publication Date: 2018
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0034-0561
Multimodal Becoming: Literacy in and beyond the Classroom
Lenters, Kimberly
Reading Teacher, v71 n6 p643-649 May-Jun 2018
The author explores the possibilities that posthumanist thinking offers for amplifying our understanding of multimodality in children's literacies in school and beyond. Drawing on data from a five-month case study on the multimodal literacy practices of six fifth-grade students across home, community, and school settings, the author focuses on one 10-year-old student. The author uses the student's engagement with graphic novels as a starting place for considering what students' entanglements with multimodal literacies beyond the classroom can teach us about multimodality in classrooms. The author first discusses multimodality as it is typically framed and then puts this framing into conversation with posthumanist perspectives on literacy learning to open up considerations of what counts as multimodality. Finally, the author discusses ways that thinking with posthumanist concepts such as affect, embodiment, relationship, movement, and place can enhance both multimodal literacy instruction and students' engagement with literacy.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A