A Case Study of Struggle and Success: Profiling a Third Grader's Reading and Writing in a Multimodal Curriculum

Autor/inn/en	Wiseman, Angela M.; Pendleton, Melissa; Christiansen, Christine; Nesheim, Nicole
Titel	A Case Study of Struggle and Success: Profiling a Third Grader's Reading and Writing in a Multimodal Curriculum
Quelle	In: Journal of Language and Literacy Education, 13 (2017) 1, S.55-69 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Case Studies; Grade 3; Elementary School Students; Multiple Literacies; Elementary School Curriculum; Language Arts; Reading Instruction; Writing Instruction; Semiotics; Interaction; Photography; Visual Aids; Student Participation; Video Technology; Speech; Nonverbal Communication; Human Posture; Eye Movements + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; School year 03; 3. Schuljahr; Schuljahr 03; Sprachkultur; Leseunterricht; Schreibunterricht; Semiotik; Interaktion; Fotografie; Anschauungsmaterial; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Speaking; Sprechen; Non-verbal communication; Nonverbale Kommunikation; Posture; Körperhaltung; Augenbewegung
Abstract	This article reports findings on a case study of Ellie as she participates in a language arts curriculum that incorporates multimodal literacy practices--including photography, drama, and art--to teach reading and writing. Our study was informed by the theoretical framework of multimodal social semiotics, which provides insight into how mediational tools allow for greater complexity of thought while engagement within the modes expands the potentials for learning. Multimodal interaction analysis (Norris, 2004) was applied to video data from this study. Findings reveal the significance of using photographs for Ellie's meaning making in the third grade classroom. In addition, we were able to observe how Ellie's responses at times conflicted with the intentions or expectations of the classroom. This study reveals the significance of multimodal video data analysis as a way of understanding the complexity of literacy practices in the classroom. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01