Mediational Modalities: Adolescents Collaboratively Interpreting Literature through Digital Multimodal Composing
Mediational Modalities: Adolescents Collaboratively Interpreting Literature through Digital Multimodal Composing
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中介模式：青少年通过数字多模式创作协作解读文学
DOI：
10.58680/rte201930034
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发表时间：
2019
影响因子：
2.2
通讯作者：
Blaine E. Smith
中科院分区：
文献类型：
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作者：
Blaine E. Smith
虽然文学解释和其他传统的书面体裁继续是基础的中学英语语言艺术课程，同时一直呼吁扩大识字的观点，要求学生成为熟练的消费者和生产者的数字多模态组成。在ELA课堂上弥合这些经常相互冲突的优先事项，一些学者已经开始研究青少年如何通过数字多模态创作来解释文学。本研究建立在这个发展中的领域，探讨如何27文化和语言多样的10年级学生合作，通过创建两个数字项目超文本文学分析和视频文学分析解释文学。特别是，社会文化和社会符号学的理论框架进行了整合，以了解如何与视觉，声音和文字在数字空间介导的学生在他们的创作过程中的文学解释。数据来源包括屏幕捕获和视频观察，设计访谈，书面反思和多模式产品。通过定性和多模态的数据分析，出现了三个主要主题的多模式介导的学生的文学解释过程：（1）概念化的文学主题，（2）构建多层次的连接到文学，（3）阐明文学意义。这些发现为多种模式如何在学生的写作过程中作为有价值的思维工具提供了新的见解，包括帮助学生以复杂和创新的方式进行协作讨论和表达他们的理解。本研究的结论与中学ELA教师如何有效地整合数字多模态项目在多语言课堂，以支持文学解释的影响。
While literary interpretation and other traditional written genres have continued to be foundational to secondary English language arts curricula, there has concurrently been a call for an expanded view of literacy that requires students to be skillful consumers and producers of digital multimodal compositions. Bridging these often-conflicting priorities in the ELA classroom, some scholars have begun to examine how adolescents can interpret literature through digital multimodal composing. This study builds upon this developing field by exploring how 27 culturally and linguistically diverse 10th-grade students collaboratively interpreted literature by creating two digital projects—a hypertext literary analysis and a video literary analysis. In particular, sociocultural and social semiotics theoretical frameworks were integrated to understand how working with visuals, sound, and text in digital spaces mediated students’ interpretations of literature during their composing processes. Data sources included screen capture and video observations, design interviews, written reflections, and multimodal products. Through qualitative and multimodal data analysis, three main themes emerged for how multiple modes mediated students’ literary interpretive processes: (1) conceptualizing literary themes, (2) constructing multilevel connections to literature, and (3) elucidating literary meaning. These findings contribute new insights into how multiple modes can serve as valuable tools for thinking during students’ composing processes, including helping students to collaboratively discuss and articulate their understanding in complex and innovative ways. This study concludes with implications for how secondary ELA teachers can effectively integrate digital multimodal projects in the multilingual classroom to support literary interpretation.