This article examines multimodal literacy narrative projects designed by students in a methods of teaching course for secondary preservice English Language Arts teachers. For the multimodal project, preservice teachers infused written, audio, and visual text using a variety of creative mediums. Through combined theoretical frames, the researcher explores semiotics and preservice teachers’ use of multiliteracies as they shift their conceptions of what it means to compose. Finally, this article explores how the act of reflection through the literacy narrative influences preservice teachers’ notions of teaching composition through a variety of mediums.
"When Memories Make a Difference: Multimodal Literacy Narratives for Preservice ELA Methods Students,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 8:
1, Article 3.
Available at: https://scholarworks.wmich.edu/wte/vol8/iss1/3