annotated bibliography: multimodal supported writing
DESCRIPTION
Annotated Bibliography of articles, research and foundational documents on how to support and provide tools to learners with additional support needs as they create multimodal or media infused writing.TRANSCRIPT
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AnnotatedBibliography
AlbertaEducation.(2013).Ministerialorderonstudentlearning.Retrievedfrom
http://education.alberta.ca/media/6950988/mostudentlearning.pdf
TheMinisterialOrderisthefundamentaldocumentfromAlbertaEducation(2013)
implementingthevisionofInspiringEducation.Ifwearelookingattransformationaltoolsand
processesandhowwecansupportthoseprocessesforalllearners,thisdocumentandthe
competencieslistedwithin,provideavisionandguidanceforlearningandresearch.Oneofthe
foundingprinciplesofthedocumentiseducationinAlbertais,basedonthevaluesof
opportunity,fairness,citizenship,choice,diversityandexcellence.(AlbertaEducation,p.1)This
speakstotheneedtoprovidetoolsandopportunitiesforalllearners.Furthertothisbasic
principle,thefoundationsofemploy(ing)literacyandnumeracytocreatemeaning(p.2)and
apply(ing)multipleliteracies:reading,writing,mathematics,technology,languages,mediaand
personalfinance(p.3)speaktotheneedtofocusonliteracyandwriting,butalsoemployan
expandedviewofliteracy.Theinclusionofmediaandtechnologyasliteraciesexpandourview
ofwritingandthereforehowwecansupportchangingdigital,mediainfusedwritingthrough
assistivetechnology.
Archer,A.A.(2012).Writingasdesign:Enablingaccesstoacademicdiscourseinamultimodal
environment.SouthAfricanJournalOfHigherEducation,26(3),411421.
Thisarticleexamineshowtobroadenstudentaccesstoawiderrangeoftoolsand
supporttowriteinamultimodalenvironment.Learningtowriteinpartmeanslearninghowto
producewelldesignedprintanddigitaltexts,andlearninghowthedesignofthepagecontributes
torhetoricalimport(p.412).Thevisualspatialelementsofwriting,emphasis,materiality,
spellingandtypography,andhowtoteachstudentstoconsidertheseelementsneedtobe
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consideredasweworkwithlearnerswithsupportneeds.Afterexaminingvisualtextelementsit
thenmovesintographicandimageelementstocommunicateandtellstories.Thisarticletakes
theperspectiveofconsidering,supportingandinstructingtheseelementsinHigherEducation,
buttheprincipleseasilytransfertoaK12environment,andespeciallytothosewithprint
difficulties.Ifweworkoncreatingmoreaccessibletextwithmorevisualelementsitcanbemore
accessible.Thecreationofthisexpandedtextmediumisessentialtoconsider.
Broun,L.(2009).Takethepenciloutoftheprocess.TEACHINGExceptionalChildren,42(1),
1421.
Anarticleexaminingthetraditionalneedtousethepencilandpaperastheprimary
meansofcommunicatingwriting.Broun(2009)suggeststhepencilpresentsmultiplebarriers
andoffersthekeyboardasaprimarywritingtool.Thephysicalprocessofwritingcanbesucha
labourintensiveprocessthattheendproductdoesnotreflecttheacademicknowledgeor
learningofthestudent.Brounviewsthelimitationsofthepencilasawritingtoolthroughthelens
oflearnerswithAutismSpectrumDisorder(ASD)examiningthelimitationsinbraindevelopment
thatmaybeaugmentedbyusingakeyboardtowrite,butrecognizingtherangewithinlearners
withASD.Brounfurtherexploresstudentsthatarenonverbalandhowkeyboardslinkedwith
speechcapabilitiescanfurtherenhancebothwritingandcommunicationskillsbyallowing
studentstowriteandthenspeakthoughtsandcontributions.Thearticleprovidesarguments
againstkeyboardsasaprimarywritingdeviceincludingcost,typinginstruction,equityandtime.
Itisapassionateargument,supportedbycitedresearch,examiningourthinkingofwhattools
andmediumsweareprovidingforlearnerswithadditionalsupportneedsandalllearners,as
digitaltoolsareubiquitous.Thelimitationsareaviewofalearnerwithonespecificdisability,but
theargumentcanbeappliedmoreglobally.
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Cho,K.,&MacArthur,C.(2010).Studentrevisionwithpeerandexpertreviewing.Learningand
Instruction,20(4),328338.
Aresearchstudyexaminingtheeffectofdifferenttypesoffeedback,delivered
electronically,onwriting.Twentyeightundergraduatelevelwritersreceivedfeedbackfromeither
asingleexpert(SE),asinglepeer(SP),ormultiplepeers(MP).Howthestudentsreviseddrafts
basedonthisfeedbackwasexamined.Itwasfoundthatstudentsmademorecontentbased
revisionstotheirworkintheMPfeedbackgroupandthatmostoftheSEfeedbackresultedin
lowleveleditingchanges,asopposedtocontentchanges.Itwasalsofoundacrossallgroups
thatthemorecomplextherepairsmadetothewriting,thehigherqualitythewritingwasinthe
end.Thestudyhaslimitationsofsamplesize,butthemethodasappliedtothisstudyandothers
intheareaofwritingfeedbackappearstobethoughtfulandcomplete,measuringfeedback
types,quality,andendproduct.Thelownumbersofparticipantlimitedtheamountofresultsthat
werestatisticallysignificant.Whenexaminingwriting,feedbackisanessentialpartofthe
process.Examininghowbesttoprovidethatfeedback,whetherbypeers,experts,multiple
peersisvitaltoknowwhatkindsoftoolsandsupportswewillneedtoputintoplaceforour
learners.
Faux,F.(2005).Multimodality:Howstudentswithspecialeducationalneedscreatemultimedia
stories.Education,Communication&Information,5(2),167181.
Astudyanalysingtheproductionofmultimediatextsbythreestudentswithvarious
needs,includinglowcognitivefunctionandlowselfesteem.Usingnewtoolsprovidedan
increasedcognitiveload,buttheinterestinthetoolandsupportcapabilitiesofspellcheck,
keyboarding,andvisualelementsbroughtmoremeaningandeasetothecompositionprocess.
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Thepreandpostsamplesofwritingindicatedthatstudentswerechoosingtoemploythenew
literaciesdevelopedthroughintroducingalternativewritingmethods.Faux(2005)foundthat,the
abilitytocreateinteractiveenvironmentsnecessitatesaconsiderationofabstractconceptssuch
astime,spaceandreaderintervention.Thisenhancementofskillsforlearnerswithadditional
needssupportstheuseofmultimodaltextintheclassroomtoenhancelearning.Thestudyhas
verylimitednumbers,butveryprecisedescriptionsofbenefitsandstrengthsaffordedbythe
mediumtosupportneeds,giveshelpfulinsights.
Klages,M.,&Clark,J.(2009).Newworldsoferrorsandexpectations:Basicwritersanddigital
assumptions.JournalofBasicWriting(CUNY),28(1),3249.
TwoProfessorsofEnglishataCommunityCollegeexaminewritingandtheuseof
eportfoliosasawaytobridgethegapbetweentraditionalwritingandthewritingprocessandthe
newdigitalageprocesslessworldofinstantpublishing.Tryingtobridgethegapbetween
unstructuredwritingandmoreformaltraditionalwritingprocesses.Inordertobeeffectiveusers
ofdigitalmedia,studentsmustknowhowtowriteforamultimodalenvironmenttheyareadriftin
aworldofinstantpublishingwithouttheskillsofproficientwritersandthinkers(Klages&Clark,
p.33).Thearticleprovidesremindersthateventhoughwritingtoolsandmediumsarechanging
thereisstillaneedforprocessandsupportingalllearnersthroughthatchangingprocess.
Instructionofwritingneedstoadapttochangingpublicationspeedandmethodsandweneedto
examinehowlearnerswhorequirethemostsupportfitintothisnewworldofwritingandinstant
publication.Thearticleisafantasticsetofprinciplestothinkthrough,withafocusonprocess
elementsandhowtosupportthoseprocesselements.
Jocius,R.(2013).Exploringadolescents'multimodalresponsestoTheKiteRunner:
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Understandinghowstudentsusedigitalmediaforacademicpurposes.JournalOfMedia
LiteracyEducation,5(1),310325.
Anexaminationofamultimodalwritingprojectinahighschoolsetting.Theresearch
studyexamineshowstudentschoose,useandapplytechnologytoshowtheirunderstandingof
thenovelTheKiteRunner.Thearticlegoesintoextensivedetailaboutwhatmultimodalwritingis
andhowitgoesbeyondthetraditionaldefinitionofwriting.Theprojectisdescribedindetail
includingtheoptionsandchoicesgiventothestudents.Jocius(2013)thengoesontodraw
comparisonsandhighlightstrengthsofindividualprojects,includingwherestudentsrequired
additionalsupportwithinthemultimediatoolstocompletetheirwriting.Thearticleisstrongasit
providesacasestudyanalysisofmultimodalwritingtogivedetailedinformationoftheprocess
andsupportstudentsmayrequire.
Shepard,A.T.(2014,January28).Studentgenerateddigitalmediatosupporttheliteracyskills
ofhighschoolstudentswithautismspectrumdisorder.[Weblogpost].Retrievedfrom
http://leadspartnership.ca/theconversation/studentgenerateddigitalmediasupportsliter
acyautismspectrumdisorder/
ApreliminaryresearchstudyfromShepard(2014)doingresearchforaPHDon
supportingstudentswithASD.Studentsinjuniorandseniorhighcreatedvarioustypesofmedia
basedtext.Shepardfoundthatstudentswerenotonlyindependentlycapableofcreating
multimodalprojects,buttheycommunicatedmoreabouttheirlearningthanduringclass
discussionorusingtraditionalwriting.Specificcasestudyexamplesofhowthemultimedia
enhancedlearningopportunitiesandprovidealternativemethodsofcommunication.Supports
andalternativetoolswhichsupportthewritingandcommunicationprocessarepresented.The
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articleprovidesaninitialglimpseintoongoingresearchandisnotpeerreviewedyet,butasitis
partofalargerdissertationitwillbeinthefuture.
Vasudevan,L..(2010).Literaciesinaparticipatory,multimodalworld:Theartsandaestheticsof
web2.0.LanguageArts,88(1),4350.
Anarticlelookingathowdigitalmediacanbringbackart,creativity,andenhance
imaginationinlearnersatalllevels.Vasudevan(2010)examinestheadditionofdigitaldesign
elementstowritingasbringingmorecreativityandplayintothewritingprocess,makingitmore
invitingandmoreaccessible.Theissuesofopenendedcreative,expressiveprojectsandwhere
theyfitintomoretraditionalrigidclassroomandassessmentsystemsarediscussed.Shifting
perspectivesofwritingandcreatingasplayandselfrepresentationinsteadofjustfor
compositionandcommunicationareexplored.Thearticlefollowsaprocessofexaminingthe
aestheticsofliteracy,theimplicationsofparticipatingincollaborativewritingspaces,andthe
implicationsandconsiderationsofusingsuchspacesincludingstudentneedsandskills
assessments.Thesestudentconsiderationslendthemselvestoanalysisoftoolaffordancesand
supportrequirementstoincludealllearners.Thearticleislimitedtoasingleperspectiveofone
contributor,butprovidesacreative,alternativeinsightintodigitaldesignoftext.
Yancey,K.B.(2009).Writinginthe21stcentury.Retrievedfrom
http://www.ncte.org/library/NCTEFiles/Press/Yancey_final.pdf
AreportfromtheNationalCouncilofTeacherofEnglishintheUnitedStates.Itisacallto
actiontohelpstudentscomposeoften,composewell,andthroughthesecomposingsbecome
thecitizenwritersofourcountry,thecitizenswritersofourworld,andthewritersofourfuture
(Yancey,2009,p.1).Thearticlediscussestheimportanceofexaminingpedagogyofteaching
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thenewmodelsofwriting.Thereisalsoanawarenessofthechangingaudienceofwritingas
optionsforsharingandcommunicatingwithanaudienceareenabledinawebbasedworld.The
articledoesnotexaminethetechnologyasmuchasitexaminesthechangeinpedagogy
requiredtoteachwritinginawithtools,mediums,audiencesandopportunitieschanging.The
opportunitiestointeractmorewithtextthroughcommenting,manipulating,addingothermedia,
andopenlysharingischanginghowwemustteachwritingandwhattoolsstudentsareprovided
towritewith.WithanexaminationofthefutureofwritingYanceyalsolooksbacktohistorical
perspectivesonwritingandwhereyourtoolsandprocesseshaveevolvedfrom.