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Multimodal Design for Secondary Engl...

Price, Cecelia Joyce.

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Multimodal Design for Secondary English Language Arts: A Portraiture Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Multimodal Design for Secondary English Language Arts: A Portraiture Study./
Author:	Price, Cecelia Joyce.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	141 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10753891
ISBN:	9780355560244

Multimodal Design for Secondary English Language Arts: A Portraiture Study.
Price, Cecelia Joyce.

Multimodal Design for Secondary English Language Arts: A Portraiture Study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 141 p.

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

Thesis (Ph.D.)--University of North Texas, 2017.

Employing the research approach known as portraiture, this study investigated the varying ways in which three secondary English language arts teachers at a visual and performing arts high school conceptualized and designed multimodal literacy learning. Also studied were the ways in which their students responded to these designs; and in keeping with portraiture, attention went to the changes in the researcher's own understandings. This multi-case study and cross-case analysis built on prior multimodal literacy research in secondary education, but unlike previous studies, gave major attention to how teachers' conceptualization of multimodality and their own roles related to the designs that they produced. Since the school emphasized arts as well as academics, particular attention went to teachers' conceptions of, and designs for, arts-related multimodalities.

ISBN: 9780355560244Subjects--Topical Terms:

2122779
Secondary education.

Multimodal Design for Secondary English Language Arts: A Portraiture Study.
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245 1 0 $a Multimodal Design for Secondary English Language Arts: A Portraiture Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 141 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: Nancy Nelson.
502 $a Thesis (Ph.D.)--University of North Texas, 2017.
520 $a Employing the research approach known as portraiture, this study investigated the varying ways in which three secondary English language arts teachers at a visual and performing arts high school conceptualized and designed multimodal literacy learning. Also studied were the ways in which their students responded to these designs; and in keeping with portraiture, attention went to the changes in the researcher's own understandings. This multi-case study and cross-case analysis built on prior multimodal literacy research in secondary education, but unlike previous studies, gave major attention to how teachers' conceptualization of multimodality and their own roles related to the designs that they produced. Since the school emphasized arts as well as academics, particular attention went to teachers' conceptions of, and designs for, arts-related multimodalities.
520 $a Data for the portraits came from observations, teacher and student interviews, artifacts, and a researcher journal. Recursive analysis focused on repetitive refrains, resonant metaphors, and emergent themes, which provided data for "painting" the teachers' portraits in prose. Findings show the connections among teachers' beliefs, values, and the multimodal designs, which included images, movement, sound, classroom displays, and room arrangements. The three teachers took dramatically different approaches to multimodal designs as they created their productions of English language arts. Differences across teachers were related to their conceptions of multimodal design (i.e., for social activism, for expression, for edification) and to their conceptions of their roles as multimodal literacy designers (i.e., challenger, facilitator, channel). Students' responses to, and participation in, the multimodal activities also varied across classroom and teacher. The concluding discussion addresses the relation of arts integration to multimodal literacy education, the value of students' transmodal activity, and connections between multimodality and portraiture. The study illustrates the potential of portraiture for studies of multimodality as well as the potential of using multiple modes to "paint" portraits.
520 $a Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science of portraiture. San Francisco, CA: Jossey-Bass.
590 $a School code: 0158.
650 4 $a Secondary education. $3 2122779
650 4 $a Art education. $3 547650
650 4 $a Reading instruction. $3 2122756
650 4 $a Language arts. $3 532624
690 $a 0533
690 $a 0273
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710 2 $a University of North Texas. $b Department of Teacher Education and Administration. $3 3284000
773 0 $t Dissertation Abstracts International $g 79-07A(E).
790 $a 0158
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10753891