This paper examines the learning experiences and identity development of one ELA pre-service teacher (Elise) in a multimodal composition course. The authors rely on single-case study methods to understand Elise’s multimodal compositions and reflections across the semester. This inquiry asks: a) In what ways does a multimodal literacy course influence PSTs' views of and positions on multimodal literacy instruction? b) What influence does a course focused on multimodal literacy/composing have on the identity development of ELA/writing teachers? c) What prior experiences and understandings facilitate or prevent PSTs uptake of multimodal concepts? Findings detail 1) how Elise at once valued and devalued multimodal composition, often in subtle ways and 2) how prior discourses and learning experiences -- such as a reliance on “learning styles” theory -- both supported and interfered with her learning of multimodal concepts. The authors conclude with recommendations for ELA teacher educators.
Cook, Mike P. and Sams, Brandon
"(De)Valuing Multimodality: Exploring One Teacher-Writer’s Uneven Development in a Multimodal Composition Course,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 9
, Article 9.
Available at: https://scholarworks.wmich.edu/wte/vol9/iss2/9