Increasing multimedia literacy in composition for multilingual writers: a case study of art analysis
Date of Award
2016
Rights
Access is available to all users
Document Type
Thesis
Degree Name
Master of Arts (MA) in English: Teaching English as a Second Language
Department
English
Abstract
"This multiple case study/critical ethnography/autoethnography was done in two composition classes for multilingual writers at EWU in order to explore ways to foster multimodal literacies in English Language Learners (ELL's). "Digital composing environments force writers, readers, and texts to change .... Today, more than ever before, attention is being given to the role of the arts, multi-modality, and new literacies as they relate to research and practice in English language arts classrooms and operate within 21st century literacies" (NCTE.org, 2016; Jocius, 2016). Following the call from the NCTE, the author urges us to consider postmodern views of reading and writing through different voices, different lenses, and different technologies--to go beyond print media. The author reports on a writing unit requiring students to select, analyze, and present works of art to increase their own multimodal literacies. She analyzes student essays for insights about their diverse cultures, world views, and preferences for art analysis. Recommendations for incorporating art analysis and material cultural artifacts are offered"--Leaf iv.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
De Paula, Sony Nicole, "Increasing multimedia literacy in composition for multilingual writers: a case study of art analysis" (2016). EWU Masters Thesis Collection. 392.
https://dc.ewu.edu/theses/392
