Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Design and recognition of multimodal texts: selection of digital tools and modes on the basis of social and material premises?
Stockholm University, Faculty of Social Sciences, Department of Education.
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
Number of Authors: 2
2017 (English)In: Journal of Computers in Education, ISSN 2197-9987, E-ISSN 2197-9995, Vol. 4, no 3, 283-306 p.Article in journal (Refereed) Published
Abstract [en]

In recent years, national access to and use of digital tools has increased rapidly in Swedish schools. This article draws upon experiences from a qualitative study conducted in Sweden. This study explored student's use of multimodal texts and how students and their teachers perceive and recognize the multimodal texts produced in project assignments. The empirical material was gathered from six different project assignments at two different secondary schools in Sweden. The data consisted of students' multimodal text productions, participant observation and interviews and the theoretical framework drew on literacy studies and multimodal perspectives on design for learning. Despite the digital tools and the multimodal opportunities provided in the investigated literacy practices, the students mainly used linguistic design for representing knowledge. The students' multimodal texts were shaped by local scopes and educational traditions. The written texts were more recognized by the teachers and students and valued in relation to the practice of assessment and grading. The results reveal a need towards developing teaching and assessment practices so that text production encompasses a pedagogy of multiliteracies.

Place, publisher, year, edition, pages
2017. Vol. 4, no 3, 283-306 p.
Keyword [en]
Learning, Multimodal, Education, Design, Designs for learning, Writing
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-148888DOI: 10.1007/s40692-017-0088-3ISI: 000413335600003OAI: oai:DiVA.org:su-148888DiVA: diva2:1158582
Available from: 2017-11-20 Created: 2017-11-20 Last updated: 2017-11-20Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Search in DiVA

By author/editor
Svärdemo Åberg, EvaÅkerfeldt, Anna
By organisation
Department of EducationDepartment of Child and Youth Studies
In the same journal
Journal of Computers in Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 2 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf