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Leveraging adolescents' multimodal l...

Chisholm, James S.

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Leveraging adolescents' multimodal literacies to promote dialogic discussions of literature in one secondary English classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Leveraging adolescents' multimodal literacies to promote dialogic discussions of literature in one secondary English classroom./
Author:	Chisholm, James S.
Description:	337 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2790.
Contained By:	Dissertation Abstracts International71-08A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3417257
ISBN:	9781124145921

Leveraging adolescents' multimodal literacies to promote dialogic discussions of literature in one secondary English classroom.
Chisholm, James S.

Leveraging adolescents' multimodal literacies to promote dialogic discussions of literature in one secondary English classroom. - 337 p.

Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2790.

Thesis (Ph.D.)--University of Pittsburgh, 2010.

Although researchers have identified the positive relationship between students' academic literacy learning and dialogic discussion---talk about texts in which students build on and transform each other's ideas---this pattern of discourse occurs rarely in most secondary English classrooms. Promising research on the varied multimodal literacies in which adolescents are engaged in their out-of-school lives suggests that these literacies may inform academic literacy practices such as dialogic discussions of literature, but little is known about how such literacies might be leveraged to make academic literacy instruction more effective. This dissertation study identified ways in which students' out-of-school and multimodal literacies could be leveraged to shape their participation in dialogic discussions of literature in one secondary English classroom. To that end, this study comprised an empirical investigation of students' participation in dialogic discussion after completing either collaborative multimodal or collaborative unimodal projects, and traced focal students' participation across small group and whole class discourse contexts to investigate whether and how student learning was facilitated through multimodality. Drawing on classroom discourse analysis and ethnographic data collection techniques, this comparative study of two sections of one 12th-grade English course explored the centrality of semiotic mediation and transmediation as these processes supported students' participation in dialogic discussions. Findings support the use of collaborative multimodal instructional activities to facilitate students' internalization of dialogic discourse norms and scaffold students' participation in discussions across discourse contexts.

ISBN: 9781124145921Subjects--Topical Terms:

1018115
Education, Language and Literature.

Leveraging adolescents' multimodal literacies to promote dialogic discussions of literature in one secondary English classroom.
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100 1 $a Chisholm, James S. $3 1672449
245 1 0 $a Leveraging adolescents' multimodal literacies to promote dialogic discussions of literature in one secondary English classroom.
300 $a 337 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2790.
500 $a Adviser: Amanda Thein.
502 $a Thesis (Ph.D.)--University of Pittsburgh, 2010.
520 $a Although researchers have identified the positive relationship between students' academic literacy learning and dialogic discussion---talk about texts in which students build on and transform each other's ideas---this pattern of discourse occurs rarely in most secondary English classrooms. Promising research on the varied multimodal literacies in which adolescents are engaged in their out-of-school lives suggests that these literacies may inform academic literacy practices such as dialogic discussions of literature, but little is known about how such literacies might be leveraged to make academic literacy instruction more effective. This dissertation study identified ways in which students' out-of-school and multimodal literacies could be leveraged to shape their participation in dialogic discussions of literature in one secondary English classroom. To that end, this study comprised an empirical investigation of students' participation in dialogic discussion after completing either collaborative multimodal or collaborative unimodal projects, and traced focal students' participation across small group and whole class discourse contexts to investigate whether and how student learning was facilitated through multimodality. Drawing on classroom discourse analysis and ethnographic data collection techniques, this comparative study of two sections of one 12th-grade English course explored the centrality of semiotic mediation and transmediation as these processes supported students' participation in dialogic discussions. Findings support the use of collaborative multimodal instructional activities to facilitate students' internalization of dialogic discourse norms and scaffold students' participation in discussions across discourse contexts.
590 $a School code: 0178.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Secondary. $3 539262
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773 0 $t Dissertation Abstracts International $g 71-08A.
790 1 0 $a Thein, Amanda, $e advisor
790 $a 0178
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3417257