Composing “Kid-Friendly” Multimodal Text
Abstract
This interpretive case study investigated how a fifth-grade teacher’s social practices with visual and linguistic signs positioned her students (10- and 11-year-olds) to take up particular modes as they constructed digital compositions. The context of the study was a suburban public school in the northeastern United States. Analysis was threefold. The discourse surrounding multimodal composition was analyzed via inductive analysis. Students’ use...
Paper Details
Title
Composing “Kid-Friendly” Multimodal Text
Published Date
Mar 22, 2013
Journal
Volume
30
Issue
2
Pages
194 - 227
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Notes
History