Set in stone or set in motion?: Multimodal and digital writing with preservice English teachers
Abstract
This study examines the literacy practices of pre-service English teachers engaged in multimodal and digital composing in a writing methods course designed to support both print-based and digital and/or multimodal composition practices. By examining the struggles and resistances of pre-service English teachers as they adapted print-based writing processes to multimodal or digital compositions, the researchers hope to identify strategies, practices, and approaches that will help pre-service teachers develop new writing pedagogies.
Reference
Hundley, M., & Holbrook, T. (2013). Set in stone or set in motion? Multimodal and digital writing with preservice English teachers. Journal of Adolescent & Adult Literacy, 56(6), 500–509.
Journal
Journal of Adolescent and Adult Literacy
Analysis
Is this article part of a larger project or series of studies?
yes
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
- Undergraduates (university based program)
Preservice Sample Size
65
Duration of Data Collection
Data Sources
- Classroom Discussion
- Document Analysis
Data Analysis Tools
Researcher Positionality
- Inside (studying their own practices)
Research Questions
"In what ways did teacher candidates adapt or struggle to adapt their composing practices to new modes and media?"
Is this research question explicit from the manuscript? Yes
"What tensions did teacher candidates experience in their moves from traditional writing to multigenre, video, and hypertext composition?"
Is this research question explicit from the manuscript? Yes