CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT

This dissertation study addresses the New London Group’s (1996) concern that technology and globalization require an expanded concept of literacy that focuses upon the multimodal nature of communication. This study combined a formative experiment with multiple-case-study methods to understand the pedagogical implications of implementing an intervention based upon the multiliteracies perspective (New London Group, 1996), a perspective that remains theoretical in application. This study sought to implement this perspective in a ninth- and a tenth-grade English class in a rural school district and develop assertions that further the localized, pedagogical understanding and application of the present study’s intervention (Gravemeijer & Cobb, 2006; Reigeluth & Frick, 1999). In this formative experiment, an intervention was implemented in which students constructed arguments including claims, evidence, and elaboration of evidence; used digital tools suitable for producing digital, multimodal arguments; and utilized a process approach to writing. The goal of this intervention was to improve the quality of conventional and digital, multimodal arguments. Overall, there was qualitative evidence that this intervention improved the students’ digital, multimodal arguments and expanded their knowledge and concept of argument. The students believed their knowledge of multimodal arguments would transfer to their more conventional writing of argument. However, the quantitative results provided no evidence that there was such transfer. This study provides seven theoretical assertions and recommendations for teaching practice and future research that may guide future iterations of similar interventions. Keywords: argument, multimodality, multiliteracies, digital tool

With Light

I am a photographer. I’ve spent years training myself to shut out 99.9% of the world, see things with one eye closed through the frame of my viewfinder and stop time for a single instant. With Light is a collection of lyrical nonfiction essays that explore those instants. Thematically, the essays focus largely on place, time and a search for a sense of belonging. In addition, they touch on grief, longing, fear, friendship, art and love. They are steeped in images. They are lyrical. In short, they are pieces from an album documenting my search for home

Factors Affecting Adolescent Motivation in Reading

The following synthesis addresses adolescent literacy and motivation, speciically how to increase intrinsic motivation in a stage of life where students are typically less driven to read. The author analyzed ifteen studies to expand upon the themes of independent reading, choice, in-school versus out-of-school literacies, and self-eicacy. Based upon the indings from these themes, the author discusses research and teaching implications from the theoretical framework of participatory cultures

CREATING ARGUMENTS USING A MULTILITERACIES APPROACH: A FORMATIVE EXPERIMENT

This dissertation study addresses the New London Group’s (1996) concern that technology and globalization require an expanded concept of literacy that focuses upon the multimodal nature of communication. This study combined a formative experiment with multiple-case-study methods to understand the pedagogical implications of implementing an intervention based upon the multiliteracies perspective (New London Group, 1996), a perspective that remains theoretical in application. This study sought to implement this perspective in a ninth- and a tenth-grade English class in a rural school district and develop assertions that further the localized, pedagogical understanding and application of the present study’s intervention (Gravemeijer & Cobb, 2006; Reigeluth & Frick, 1999). In this formative experiment, an intervention was implemented in which students constructed arguments including claims, evidence, and elaboration of evidence; used digital tools suitable for producing digital, multimodal arguments; and utilized a process approach to writing. The goal of this intervention was to improve the quality of conventional and digital, multimodal arguments. Overall, there was qualitative evidence that this intervention improved the students’ digital, multimodal arguments and expanded their knowledge and concept of argument. The students believed their knowledge of multimodal arguments would transfer to their more conventional writing of argument. However, the quantitative results provided no evidence that there was such transfer. This study provides seven theoretical assertions and recommendations for teaching practice and future research that may guide future iterations of similar interventions. Keywords: argument, multimodality, multiliteracies, digital tool

Animal-Assisted Therapy: A Dog’s Influence on Occupational Therapy Outcomes of a Child with Cerebral Palsy

Objectives: The purpose of this pilot study was to compare differences between traditional occupational therapy (OT) and OT delivered with a dog and handler, or animal-assisted therapy (AAT), on selected treatment goals for a 3-year-old child with cerebral palsy. Methods: This mixed-methods research study included an A-B single subject design to collect data related to the child participant’s OT goals and qualitative interviews to understand the subjective experiences of the occupational therapist and the child’s parent. Results: Visual and statistical analysis of the graphed data revealed that the child produced significantly more vocalizations when the dog was present. Visual analysis also indicated improvements in maintaining head at midline while seated. Two themes related to the child’s participation in therapy emerged from the interviews, including: Increased Enjoyment and Participation in Therapy with the Dog and Greater Improvement in Skills with the Dog. Two additional themes emerged from the occupational therapist related to the delivery of treatment, including: Incorporating AAT in OT is Challenging for the Therapist and Planning and Coordination is Critical for AAT Success in OT. Conclusion: Overall, the results suggest that AAT is at its best when all of the individuals involved in the therapy are collaborating and activities utilize the strengths of each individual. This occurs when the child is motivated by the dog, is able to interact with the dog without excessive effort, and when the therapist is able to utilize both her own skills and the skills of the dog

Disciplinary Literacy: Successes and Challenges of Professional Development

Literacy research has investigated disciplinary literacy for over a decade. The focus on disciplines as cultures of distinct literacy practice has been integrated into national standards and classroom implementation. Yet, research exploring the professional development in-service teachers receive specific to delivering disciplinary literacy instruction remains limited. This systematic literature review addresses this gap by analyzing 58 articles using the search terms professional development, disciplinary literacy, and content area literacy. The researchers discuss four focused themes that have emerged in disciplinary literacy research in relation to professional development (PD): disciplinary literacy as strategy instruction, differentiation and disciplinary literacy, measures of disciplinary literacy, and a PD model. The authors conclude discussing theoretical codes demonstrating both successes and challenges for PD in disciplinary literacy with implications for future PD

Integrating Multimodal Arguments Into High School Writing Instruction

We conducted a formative experiment investigating how an intervention that engaged students in constructing multimodal arguments could be integrated into high school English instruction to improve students’ argumentative writing. The intervention entailed three essential components: (a) construction of arguments defined as claims, evidence, and warrants; (b) digital tools that enabled the construction of multimodal arguments; and (c) a process approach to writing. The intervention was implemented for 11 weeks in high school English classrooms. Data included classroom observations; interviews with the teacher, students, and administrators; student reflections; and the products students created. These data, analyzed using grounded-theory coding and constant-comparison analysis, informed iterative modifications of the intervention. A retrospective analysis led to several assertions contributing to an emerging pedagogical theory that may guide efforts to promote high school students’ ability to construct arguments using digital tools

Creating in a Participatory Culture: Perceptions of Digital Tools Among Teachers

The following embedded case study examines teachers’ perceptions of using digital and Web 2.0 tools for literacy instruction. These perceptions are important if teachers hope to enact a more participatory culture of creation rather than consumption called for by scholars such as the New London Group and the New Media Literacies scholars. Case study participants were teachers involved in a NWP site’s Invitational Summer Institute (ISI), with embedded cases of rural teachers in a high-poverty school district. The findings suggest teachers still face extrinsic barriers to enacting a participatory culture, and professional development is needed to help teachers effectively use digital and Web 2.0 tools in their literacy instruction