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Third Grade Students' Literacy Pract...

Toney, Jennifer L.

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Third Grade Students' Literacy Practices as They Compose Multimodal Texts in a Digital Writing Workshop.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Third Grade Students' Literacy Practices as They Compose Multimodal Texts in a Digital Writing Workshop./
作者:	Toney, Jennifer L.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	458 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10753594
ISBN:	9780355557657

Third Grade Students' Literacy Practices as They Compose Multimodal Texts in a Digital Writing Workshop.
Toney, Jennifer L.

Third Grade Students' Literacy Practices as They Compose Multimodal Texts in a Digital Writing Workshop. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 458 p.

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--Kent State University, 2017.

The purposes of this qualitative study, viewed through the New Literacy Studies (NLS) theoretical lens, were to explore third grade students' literacy practices as they composed multimodal informational texts in a digital writing workshop; and examine how these students composed multimodally in a digital format and what their perspectives were on digital, multimodal composition. An ethnographic case study methodology was applied to explore the participants' experiences with digital, multimodal composition by addressing the following questions: (1) What are the literacy practices surrounding the writing by third grade students within a digital writing workshop? (1a) What are the students' perspectives about working in the digital writing workshop? (1b) How does their writing change, both qualitatively and quantitatively? (2) How do students write multimodally when given the chance? (2a) What are their perspectives on that kind of writing?

ISBN: 9780355557657Subjects--Topical Terms:

518817
Early childhood education.

Third Grade Students' Literacy Practices as They Compose Multimodal Texts in a Digital Writing Workshop.
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520 $a The purposes of this qualitative study, viewed through the New Literacy Studies (NLS) theoretical lens, were to explore third grade students' literacy practices as they composed multimodal informational texts in a digital writing workshop; and examine how these students composed multimodally in a digital format and what their perspectives were on digital, multimodal composition. An ethnographic case study methodology was applied to explore the participants' experiences with digital, multimodal composition by addressing the following questions: (1) What are the literacy practices surrounding the writing by third grade students within a digital writing workshop? (1a) What are the students' perspectives about working in the digital writing workshop? (1b) How does their writing change, both qualitatively and quantitatively? (2) How do students write multimodally when given the chance? (2a) What are their perspectives on that kind of writing?
520 $a The findings revealed the participants' writing appeared to be influenced by popular music and culture and the researcher's instruction and their interactions with her---their classroom teacher. Additionally, the findings suggested participants found favor in digital composing and valued communicating multimodally. Third, there were quantitative differences---improvements in students' alphabetic word-based writing---and qualitative differences---there seemed to be the establishment of a collaborative community throughout this project. Moreover, the participants utilized a variety of multimodal elements to craft unique compositions. Finally, when given the opportunity to compose multimodally, the participants took ownership of their work and demonstrated agency as they selected multimodal design elements, produced their digital compositions, and reflected on their choices.
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