RM Winter 2017

Making Space for Multimodal Storytelling: A Formative Case Study

By Elizabeth Hughes, The Pennsylvania State University and Lea Calvert Evering, Seneca Middle School

Reading Matters Research Matters

and interpret texts, (c) compose multiple texts for a variety of purposes and audiences, (d) develop and expand oral language and vocabulary, including speaking and listening skills, and (e) use information, communication, and technology tools and skills to enhance literacy development. Interacting with multimodal storytelling requires students to understand implications associated with selecting, manipulating, and merging technologies and which technologies can serve multiple purposes (National Writing Project with DeVoss, Eidman-Aadahl, & Hicks, 2010). The integration of technology and literacy allows students to express ideas in in non-linear ways, ways that incorporate interaction of visuals and text, videos, and other graphics. A growing body of research supports the use of multimodal storytelling to teach students with diverse literacy needs including English-language learners (Rance-Roney, 2010), urban students (Lu, 2010), and struggling writers (Sylvester & Greenidge, 2009). Robin (2008) reported that multimedia projects such as digital storytelling increased students’ academic skills, motivation, social, language, and critical thinking skills. Multimodal stories provide opportunities and space for the students to identify as active participants in the learning process (Honeyford, 2014) and share personal challenges and successes (Lu, 2010). For example, Schultz and Coleman-King (2012) reported that students who were immigrants shared their voice and developed a sense of belonging in the classroom through multimodal stories. Honeyford (2014) documented that English language learners developed ownership of their learning. Multimodal storytelling can be used to empower students to share personal or learned information in ways that integrate technology and literacy. In order for students to benefit from technology and multimodal storytelling, educators must have the skill to effectively integrate the two to teach multimodal literacies. Unfortunately, teachers may not have the knowledge nor the skill to effectively integrate technology. One reason for the teachers’ limited abilities to integrate multimodal instruction may be the lack of teacher preparation and professional development directly related to multimodal literacies (Connors, 2012). Connors contends classroom teachers are often left to their own devices to figure out how best to integrate a skill with which they might lack expertise. In addition, the fluid nature of technology makes it challenging for practicing teachers to implement literacy instruction that meets the needs and interests of students growing up in an ever-changing digital, global society. Teacher dispositions regarding technology influence practice (Prestridge, 2012), suggesting that even as teachers are developing skills, teachers who are more willing to integrate technology will more likely be successful with it. It is suggested

The large windows look out onto the paved parking lot. Child- sized desks are arranged in groups of four, systematically organized in the center of the long classroom. Each desk is decorated with the child’s name and has a folder that serves as a pocket hanging from the side of each desk. This folder is where the students organize their iPad activities. A bulletin board dedicated to the class’ current iPad project is located next to the rectangular table where the teacher frequently meets with students about their projects . Although the classroom is quiet at the time, soon it will be bustling with children eager to work on their multimodal storytelling projects. Literacy in today’s world is not limited to words that fit neatly between the covers of a book or on the pages of a newspaper. Twenty-first century literacies are multimodal, requiring readers to attend to narrative, image, sound, and video in a cohesive production (National Writing Project with DeVoss, Eidman-Aadahl, & Hicks, 2010). Technology has forever changed not only what students need to learn, but also the way in which they learn. As such, literacy experts are calling for an expanded definition of literacy and literacy instruction. The New London Group (1996) argued by broadening the definition of literacy and in turn literacy instruction, educators must address not only traditional print text but the variety of modes of communication present in the world today. The National Council of Teachers of English (2005) encouraged the integration of different modes of communication into the overall literacy curriculum as well as the investment of adequate time and resources for implementation. Educators are encouraged to follow standards of excellence and best practices in learning, teaching, and leading with technology in education (ISTE, 2016; NETS, 2011). More recently the Common Core State Standards (CCSS) require students to be able to analyze multimodal texts (National Governors Association & Council of Chief State School Officers, 2012). In addition, society’s swift adoption of new technologies and the new modes of communication afforded by the technology also challenges teachers to expand their understanding of the potential of these technologies (Lankshear & Knobel, 2003; Shannan, 2013). Teaching students to be literate in a tech savvy world requires teachers to have the skills, training, and tools to teach students how to attend to, evaluate, and synthesize information utilizing a variety of modalities One way to introduce technologies to students is through the promising practice of multimodal storytelling. In tangent with new multimedia literacies are unique opportunities for teachers to differentiate literacy instruction to meet varied literacy needs of diverse student populations. Multimodal storytelling provides opportunities for teachers to develop students’ literacy skills and for students to (a) read independently, (b) read, analyze,

| 22 | Reading Matters | Volume 16 • Winter 2016 | scira.org

CLICK HERE TO RETURN TO TABLE OF CONTENTS