"The Computer Gives Us Lots of Ideas": Exploring Children's Multimodal Writing Process.
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| Title: | "The Computer Gives Us Lots of Ideas": Exploring Children's Multimodal Writing Process. |
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| Authors: | Williams, Sarah1 (AUTHOR) sarah.williams@ung.edu, Flint, Amy Seely2 (AUTHOR) amy.flint@louisville.edu, Rohloff, Rebecca3 (AUTHOR) rbarria1@gsu.edu |
| Source: | Writing & Pedagogy. Apr2025, Vol. 16 Issue 1, p4-20. 17p. |
| Subject Terms: | *Children's writings, *Student attitudes, *Creative writing, *Writing processes, *Conferences & conventions |
| Abstract: | This article offers insights into elementary-aged students' perspectives as they embark on composing collaborative multimodal narratives. Contributions from research literature on the writing process, conference practices, and multimodality situate the study. Analysis of students' responses on a retrospective interview protocol that focused on students' recollections of the experience, illuminated three findings that may be used to generate questions for effective writing conferences for multimodal compositions. Questions can be asked to support students as they navigate technology, gain insights into modal selection, and determine their collaborative approach to the composing process. Moreover, learning more about students' decisions as they compose multimodal texts leads to a richer understanding of the affordances of multiple modes in writing and recommendations for creative effective writing conferences. [ABSTRACT FROM AUTHOR] |
| Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This article offers insights into elementary-aged students' perspectives as they embark on composing collaborative multimodal narratives. Contributions from research literature on the writing process, conference practices, and multimodality situate the study. Analysis of students' responses on a retrospective interview protocol that focused on students' recollections of the experience, illuminated three findings that may be used to generate questions for effective writing conferences for multimodal compositions. Questions can be asked to support students as they navigate technology, gain insights into modal selection, and determine their collaborative approach to the composing process. Moreover, learning more about students' decisions as they compose multimodal texts leads to a richer understanding of the affordances of multiple modes in writing and recommendations for creative effective writing conferences. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17565839 |
| DOI: | 10.3138/wap-26257-williams |
