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From page to screen: Multimodal lear...

Hofstra University.

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From page to screen: Multimodal learning in a high school English class.

Record Type:	Electronic resources : Monograph/item
Title/Author:	From page to screen: Multimodal learning in a high school English class./
Author:	Connolly, Evelyn M.
Description:	238 p.
Notes:	Adviser: Barbara Cohen.
Contained By:	Dissertation Abstracts International70-01A.
Subject:	Education, Reading. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3343405
ISBN:	9780549984429

From page to screen: Multimodal learning in a high school English class.
Connolly, Evelyn M.

From page to screen: Multimodal learning in a high school English class. - 238 p.

Adviser: Barbara Cohen.

Thesis (Ed.D.)--Hofstra University, 2008.

This case study explored the impact of digital storytelling, integrated into a traditional 11th grade English Language Arts research project, on students' literacy learning, interest and participation, and identity and agency. Drawing on research documenting pedagogical practices, which reflect a belief in multiliteracies and incorporate multimodal texts, and informed by a multiliteracies theoretical framework, this qualitative study incorporated a variety of ethnographic techniques to ensure triangulation of the data.

ISBN: 9780549984429Subjects--Topical Terms:

1017790
Education, Reading.

From page to screen: Multimodal learning in a high school English class.
LDR:02486nmm 2200313 a 45 001 862883
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008 100721s2008 ||||||||||||||||| ||eng d
020 $a 9780549984429
035 $a (UMI)AAI3343405
035 $a AAI3343405
040 $a UMI $c UMI
100 1 $a Connolly, Evelyn M. $3 1030752
245 1 0 $a From page to screen: Multimodal learning in a high school English class.
300 $a 238 p.
500 $a Adviser: Barbara Cohen.
500 $a Source: Dissertation Abstracts International, Volume: 70-01, Section: A, page: 0127.
502 $a Thesis (Ed.D.)--Hofstra University, 2008.
520 $a This case study explored the impact of digital storytelling, integrated into a traditional 11th grade English Language Arts research project, on students' literacy learning, interest and participation, and identity and agency. Drawing on research documenting pedagogical practices, which reflect a belief in multiliteracies and incorporate multimodal texts, and informed by a multiliteracies theoretical framework, this qualitative study incorporated a variety of ethnographic techniques to ensure triangulation of the data.
520 $a The findings suggest that digital storytelling, with its multimodal affordances, fosters both traditional and non-traditional literacies and makes important connections between students' in-school and out-of-school literacy practices. The 44 students in the study, representing diverse academic and socio-cultural backgrounds, experienced self-efficacy as they engaged with technology, composed with a variety of semiotic modes, displayed their knowledge of and interest in a wide range of subjects, and demonstrated levels of technological and multimodal expertise not ordinarily validated in traditional classroom settings.
520 $a In light of the 21st century's increasingly digital environment, a pedagogy that validates and includes students' out-of-school involvement in multimodal and multimedia meaning making is essential. This will require curriculum designers to redefine their notions of literacy and acknowledge that language is one mode of the many semiotic modes (language, visual, spatial, digital, etc.) involved in meaning-making.
590 $a School code: 0086.
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Technology of. $3 1018012
650 4 $a Language, General. $3 1018089
690 $a 0535
690 $a 0679
690 $a 0710
710 2 $a Hofstra University. $3 682125
773 0 $t Dissertation Abstracts International $g 70-01A.
790 $a 0086
790 1 0 $a Cohen, Barbara, $e advisor
791 $a Ed.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3343405