Scaffolding multimodality: writing process, collaboration and digital tools. Issue 2 (4th May 2018)

• Record Type: Journal Article
• Authors: Howell, Emily
• Is Part Of: English teaching. Volume 17:Issue 2(2018)
• Page Start: 132
• Page End: 147
• Publication Date: 2018-05-04
• Subjects: Media -- Literacy -- Scaffolding -- Argument -- New literacies -- English language arts -- Writing -- Teaching writing -- Multimodal -- Digital tools; English language -- Study and teaching -- Periodicals; 428.0071
• DOI: 10.1108/ETPC-05-2017-0053
• Languages: English
• ISSNs: 2059-5727

Abstract

Abstract : Purpose: This study was conducted in ninth- and tenth-grade classrooms with the goal of studying effective scaffolding for improving argumentative writing, both conventional and digital/multimodal. Design/methodology/approach: The author conducted a formative experiment in two high-school classrooms to study ways teachers integrated forms of multimodal composition in their classrooms and provided associated scaffolding. Findings: Findings regarding scaffolding included the embedding of scaffolding in the writing process to blend conventional and digital forms, the use of collaboration as a needed, though resisted, part of this scaffolding, and the consideration of digital tools that mediate students' argumentative writing. Originality/value: This study explored the implementation of a multimodal literacies intervention, providing empirical findings to a field that has remained largely theoretical.