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Smith, Blaine E. – Literacy, 2019
Although a large body of research emphasises the collaborative nature of adolescents' multimodal composing processes in and out of school, little is known about how or why collaborative partnerships might differ across composers or digital tools. Integrating sociocultural and social semiotics theoretical frameworks, this study examined how three…
Descriptors: Semiotics, Sociocultural Patterns, Video Technology, Cooperative Learning
Pacheco, Mark B.; Smith, Blaine E.; Deig, Amber; Amgott, Natalie A. – Journal of Literacy Research, 2021
Digital multimodal composition offers opportunities for emergent bilingual (EB) students to orchestrate semiotic resources in ways that develop their identities, strengthen their understandings of language, and help them to engage with content. To better understand how EBs can participate in varied multimodal composing practices, this study…
Descriptors: Bilingual Students, Writing (Composition), Learning Modalities, Secondary School Students
Smith, Blaine E.; Dalton, Bridget – Journal of Adolescent & Adult Literacy, 2016
Although research emphasizes the importance of reflection for productive learning, much of this work has focused on writing as the preferred mode. The goal of this study was to examine how two adolescent composers reflected on their multimodal visions and processes through multimodal means--in particular, how the students remixed research-provided…
Descriptors: Adolescents, Reflection, Social Media, Video Technology