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MULTIMODAL INSTRUCTION AS A MEANS TO SCAFFOLD LITERARY INTERPRETATION IN A SECONDAY ENGLISH LANGUAGE ARTS CLASSROOM

Oldakowski, Timothy J (2011) MULTIMODAL INSTRUCTION AS A MEANS TO SCAFFOLD LITERARY INTERPRETATION IN A SECONDAY ENGLISH LANGUAGE ARTS CLASSROOM. Doctoral Dissertation, University of Pittsburgh.

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    Abstract

    This descriptive study investigates what happens when an English Language Arts teacher implements multimodal instruction in his senior-level World Literature course. The study is grounded in theories of transmediation and New Literacy Studies and examines the following research questions: 1.) What does multimodal instruction enable students to do and how does it shape and support students' engagement and interpretation with literary texts? 2.) What are the cognitive affordances of students' participation in multimodal tasks? The research site was a private all male high school a few miles outside a medium-sized city in the Northeast. One twelfth-grade World Literature classroom was observed for a nine-week period as students read two literary texts and composed three multimodal representations in response to each text. Data included field notes, videotaped classroom sessions, student-produced multimodal representations, student reaction forms, students' rationales for representation and debriefing sessions with the teacher. Findings of the study reveal there are multiple cognitive and learning strategies that take effect as a result of multimodal instruction and that this type of instruction can be a valuable method for teaching literary interpretation.


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    Item Type: University of Pittsburgh ETD
    Creators/Authors:
    CreatorsEmailORCID
    Oldakowski, Timothy Jretrotimmer@gmail.com
    ETD Committee:
    ETD Committee TypeCommittee MemberEmailORCID
    Committee ChairThein, Amanda HaertlingAmanda-Haertling-Thein@uiowa.edu
    Committee MemberKaplan, Jeffrey SJKaplan@mail.ucf.edu
    Committee MemberKucan, LindaLKucan@pitt.edu
    Committee MemberDonato, RichardDonato@pitt.edu
    Title: MULTIMODAL INSTRUCTION AS A MEANS TO SCAFFOLD LITERARY INTERPRETATION IN A SECONDAY ENGLISH LANGUAGE ARTS CLASSROOM
    Status: Unpublished
    Abstract: This descriptive study investigates what happens when an English Language Arts teacher implements multimodal instruction in his senior-level World Literature course. The study is grounded in theories of transmediation and New Literacy Studies and examines the following research questions: 1.) What does multimodal instruction enable students to do and how does it shape and support students' engagement and interpretation with literary texts? 2.) What are the cognitive affordances of students' participation in multimodal tasks? The research site was a private all male high school a few miles outside a medium-sized city in the Northeast. One twelfth-grade World Literature classroom was observed for a nine-week period as students read two literary texts and composed three multimodal representations in response to each text. Data included field notes, videotaped classroom sessions, student-produced multimodal representations, student reaction forms, students' rationales for representation and debriefing sessions with the teacher. Findings of the study reveal there are multiple cognitive and learning strategies that take effect as a result of multimodal instruction and that this type of instruction can be a valuable method for teaching literary interpretation.
    Date: 18 August 2011
    Date Type: Completion
    Defense Date: 23 May 2011
    Approval Date: 18 August 2011
    Submission Date: 05 August 2011
    Access Restriction: No restriction; The work is available for access worldwide immediately.
    Patent pending: No
    Institution: University of Pittsburgh
    Thesis Type: Doctoral Dissertation
    Refereed: Yes
    Degree: EdD - Doctor of Education
    URN: etd-08052011-100910
    Uncontrolled Keywords: multimodal instruction; multimodality; new literacies; transmediation
    Schools and Programs: School of Education > Instruction and Learning
    Date Deposited: 10 Nov 2011 14:57
    Last Modified: 06 Jun 2012 10:25
    Other ID: http://etd.library.pitt.edu/ETD/available/etd-08052011-100910/, etd-08052011-100910

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