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The Effect of Gloss Type on Learners’ Intake of New Words During Reading: Evidence from Eye-tracking
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In: Education Publications (2018)
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| 2 |
A show of hands : the local meanings and multimodal resources of hip hop designed, performed, and posted to YouTube by deaf rappers
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Da decodificação à produção de sentido: o trabalho pedagógico do ensino da leitura na roupagem da multimodalidade discursiva e dos multiletramentos
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In: Revista Desafios ; 4 ; 2 ; 134-149 (2017)
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| 4 |
"Already Writers": A Case Study in Assessment and Visual Rhetoric Connections in Digital Multimodal Composition
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2017)
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Abstract:
English language arts must respond to shifts in literacy practices that reflect changes in ‘college and career ready’ that are more than technologically mediated, but also emphasize creative and social skills. The case study in this dissertation is a small part of a larger, ongoing formative experiment in digital multimodal composition (DMC). A formative experiment is a methodological approach that favors a collaborative, iterative research process that is centered on an instructional goal in authentic classroom settings (Reinking & Bradley, 2008). The intention of the larger research study was to support students’ learning through DMC. This dissertation explored one of the research questions from the larger study: In what ways do students experience the process of digital multimodal composition? The primary participants in this case study were Mrs. Kelly, an English teacher with 10 years experience in education and Aubrey, a 10th grade student. Elements of visual rhetoric and visual culture were employed as a lens to frame an exploration of Aubrey’s DMC, a digital comic and self-portrait, Offline. When technology and multimodal composing processes are integrated into curriculum centered on rhetoric and composition, social, academic, and visual languages coalesce. There was no artificial separation between in- and out-of-school literacies in the intervention. Aubrey brought multiple resources to digital composing from diverse discourse communities. Aubrey made intentional choices, but was not always conscious of how she was using rhetorical tools and languages, including social media and gaming conventions. Findings suggest that assessment can be part of an iterative composing process in DMC that supports awareness of rhetorical purposes. The study reflects the teacher’s assertion that “our students are already writers” and has implications for developing DMC curriculum that values student agency.
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Keyword:
assessment; composition; digital writing; Education; Liberal Studies; multimodality; Rhetoric; social media; visual rhetoric
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URL: https://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=4119&context=thesesdissertations
https://digitalscholarship.unlv.edu/thesesdissertations/3116
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| 5 |
Does Adding Pictures to Glosses Enhance Vocabulary Uptake from Reading?
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In: Education Publications (2017)
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| 6 |
The Challenge of Chinese Character Acquisition: Leveraging Multimodality in Overcoming a Centuries-Old Problem
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2017)
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| 7 |
Signaling Learner Stance through Multimodal Resources
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 44-50 (2016) (2016)
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| 8 |
The Social and Cognitive Worlds of Young Children Reading Together
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In: Johnson, Sarah Jean. (2015). The Social and Cognitive Worlds of Young Children Reading Together. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/11s6k736 (2015)
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| 9 |
Multimodal Tasks to Support Science Learning in Linguistically Diverse Classrooms: Three Complementary Perspectives
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In: Menon, Preetha Krishnan. (2015). Multimodal Tasks to Support Science Learning in Linguistically Diverse Classrooms: Three Complementary Perspectives. UC Santa Cruz: Education. Retrieved from: http://www.escholarship.org/uc/item/7mt6d3fr (2015)
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| 10 |
Genres of Children's Websites: A Comprehensive Methodology for Analyzing Digital Texts
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In: Graduate Theses and Dissertations (2014)
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| 11 |
Metaphor and education: Reaching business training goals through multimodal metaphor
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| 12 |
A study of verbal and nonverbal communication in Second Life - the ARCHI21 experience
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In: ISSN: 0958-3440 ; EISSN: 0958-3440 ; ReCALL ; https://edutice.archives-ouvertes.fr/edutice-00674138 ; ReCALL, Cambridge University Press (CUP), 2013, 25, pp.XX-XX (2013)
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| 13 |
Interactions in online "strongly multimodal" teaching : the case of tutor training ; Interactions pédagogiques "fortement multimodales" en ligne: le cas de tuteurs en formation
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In: https://tel.archives-ouvertes.fr/tel-01066562 ; Linguistique. Ecole normale supérieure Lettres et Sciences Humaines - ENS-LSH Lyon, 2012. Français (2012)
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| 14 |
Interactions in online “strongly multimodal” teaching : the case of tutor training ; Interactions pédagogiques "fortement multimodales" en ligne : le cas de tuteurs en formation
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In: https://tel.archives-ouvertes.fr/tel-00765986 ; Linguistique. Ecole normale supérieure de lyon - ENS LYON, 2012. Français. ⟨NNT : 2012ENSL0756⟩ (2012)
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| 15 |
Corpus d'apprentissage (LETEC) Archi21 ; LETEC (Learning and Teaching Corpus) Archi21
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Chanier , Thierry; Wigham , Ciara. - : Mulce (MULtimodal Corpus Exchange), 2011. : Universite Blaise Pascal, 2011. : Clermont-Ferrand:France, 2011. : URL:http://mulce.org, 2011
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| 16 |
Semiosis of Self: Meaning Making in a High School Spanish for Native Speakers Class
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In: Middle-Secondary Education and Instructional Technology Dissertations (2010)
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| 17 |
Corpus distinguable Copeas T5 lobby s101 ; Distinguishable corpus Copeas T5 lobby s101
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Chanier, Thierry; Ciekanski, Maud. - : Mulce (MULtimodal Corpus Exchange), 2009. : Universite Blaise Pascal, 2009. : Clermont-Ferrand:France, 2009. : URL:http://mulce.org, 2009
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| 18 |
Corpus distinguable Copeas T5 s102 end ; Distinguishable corpus Copeas T5 s102 end
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Chanier, Thierry; Ciekanski, Maud. - : Mulce (MULtimodal Corpus Exchange), 2009. : Universite Blaise Pascal, 2009. : Clermont-Ferrand:France, 2009. : URL:http://mulce.org, 2009
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| 19 |
Corpus distinguable Copeas T8 s102 lobby ; Distinguishable corpus Copeas T8 s102 lobby
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Ciekanski Maud; Chanier Thierry. - : Mulce (MULtimodal Corpus Exchange), 2009. : Universite Blaise Pascal, Clermont-Ferrand;France, 2009. : http://mulce.org, 2009
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| 20 |
Corpus distinguable Copeas T8 s101 ecriture multimodale ; Distinguished corpus Copeas T8 s101 multimodal writing
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Chanier Thierry; Vetter Anna. - : Mulce (MULtimodal Corpus Exchange), 2009. : Universite Blaise Pascal, 2009. : Clermont-Ferrand:France, 2009. : URL:http://mulce.org, 2009
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