Forging pedagogical paths to multiple ways of knowing. English Education
Abstract
This project focused on these research questions: 1. What are relationships between multimedia authoring and conceptual understandings of visual modes of communication? 2. What are features of pedagogical practices that promote students’intentional use of multiple sign systems to achieve specific communicativepurposes? In this article I outline the assumptions that guided this inquiry, explain the multimedia project, describe key patterns that emerged from the students’ pedagogical practices, and suggest implications for further inquiry.
Reference
Whitin, P. (2006). Forging pedagogical paths to multiple ways of knowing. English Education, 38(2), 123-145.
Journal
English Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
Preservice Sample Size
Duration of Data Collection
Data Sources
- artifacts
- author circles
- Classroom Discussion
- conferences
- email correspondence
- fieldnotes
- Interviews
- reflections
- Reflective journals
- workshop sessions
- written reflections/class papers
Data Analysis Tools
- coding (emergent categories)
- Constant comparative analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
What are features of pedagogical practices that promote students’ intentional use of multiple sign systems to achieve specific communicative purposes?
Is this research question explicit from the manuscript? Yes
What are relationships between multimedia authoring and conceptual understandings of visual modes of communication?
Is this research question explicit from the manuscript? Yes