Scaffolding multimodality: writing process, collaboration and digital tools

Scaffolding multimodality: writing process, collaboration and digital tools PurposeThis study was conducted in ninth- and tenth-grade classrooms with the goal of studying effective scaffolding for improving argumentative writing, both conventional and digital/multimodal.Design/methodology/approachThe author conducted a formative experiment in two high-school classrooms to study ways teachers integrated forms of multimodal composition in their classrooms and provided associated scaffolding.FindingsFindings regarding scaffolding included the embedding of scaffolding in the writing process to blend conventional and digital forms, the use of collaboration as a needed, though resisted, part of this scaffolding, and the consideration of digital tools that mediate students’ argumentative writing.Originality/valueThis study explored the implementation of a multimodal literacies intervention, providing empirical findings to a field that has remained largely theoretical. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png English Teaching: Practice & Critique Emerald Publishing

Scaffolding multimodality: writing process, collaboration and digital tools

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Publisher
Emerald Group Publishing Limited
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1175-8708
D.O.I.
10.1108/ETPC-05-2017-0053
Publisher site
See Article on Publisher Site

Abstract

PurposeThis study was conducted in ninth- and tenth-grade classrooms with the goal of studying effective scaffolding for improving argumentative writing, both conventional and digital/multimodal.Design/methodology/approachThe author conducted a formative experiment in two high-school classrooms to study ways teachers integrated forms of multimodal composition in their classrooms and provided associated scaffolding.FindingsFindings regarding scaffolding included the embedding of scaffolding in the writing process to blend conventional and digital forms, the use of collaboration as a needed, though resisted, part of this scaffolding, and the consideration of digital tools that mediate students’ argumentative writing.Originality/valueThis study explored the implementation of a multimodal literacies intervention, providing empirical findings to a field that has remained largely theoretical.

Journal

English Teaching: Practice & CritiqueEmerald Publishing

Published: Jun 4, 2018

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