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"IT'S NOT JUST A PICTURE BOOK!": EXPANDING IDEAS OF MULTILITERACIES THROUGH THE CREATION AND ASSESSMENT OF A MULTIMODAL ASSIGNMENT.

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Title: "IT'S NOT JUST A PICTURE BOOK!": EXPANDING IDEAS OF MULTILITERACIES THROUGH THE CREATION AND ASSESSMENT OF A MULTIMODAL ASSIGNMENT.
Alternate Title: « CE N'EST PAS QU'UN LIVRE ILLUSTRÉ ! » : ÉLARGISSEMENT DE LA CONCEPTION DES LITTÉRATIES MULTIPLES GRÂCE À LA CRÉATION ET À L'ÉVALUATION D'UN DEVOIR MULTIMODAL.
Authors: AHN, CLAIRE1 claire.ahn@queensu.ca, EVANS, REBECCA S.1 becca.evans@queensu.ca, CHIN, JANE1 jane.chin@queensu.ca
Source: McGill Journal of Education. Spring2026, Vol. 60 Issue 2, p210-227. 18p.
Subject Terms: *Picture books, *Educational evaluation, *English language education, *Teacher education, *Literacy, *Peer review of students
Abstract (English): Grounded in a multiliteracies framework, this article interweaves the authors' experiences through narrative inquiry, exploring the integrating of multimodal texts and multimodal approaches of assessment within their practice. The article is organized as a conversation between two educators and a former student, and is centred around a multimodal assignment in a secondary English teacher education class that asked teacher candidates to create a digital picture book and use video annotation in peer assessment. Our shared conversation highlights the importance of multimodal texts such as sophisticated picture books in the secondary English classrooms, as well as thinking about alternative multimodal approaches to assessment. [ABSTRACT FROM AUTHOR]
Abstract (French): S'appuyant sur un cadre théorique axé sur les littératies multiples, cet article entremêle les expériences des autrices à travers une démarche narrative, explorant l'intégration de textes multimodaux et d'approches d'évaluation multimodales dans leur pratique. Cet article prend la forme d'une conversation entre deux enseignantes et une ancienne étudiante, et porte sur un projet multimodal réalisé dans le cadre d'un cours de formation des personnes enseignantes d'anglais au secondaire, dans lequel les futures enseignantes devaient créer un livre numérique illustré et utiliser l'annotation vidéo pour l'évaluation par les pairs. Notre conversation met en évidence l'importance des textes multimodaux, tels que les livres illustrés sophistiqués, dans les cours d'anglais du secondaire, ainsi que l'importance de réfléchir à d'autres approches multimodales en matière d'évaluation. [ABSTRACT FROM AUTHOR]
Copyright of McGill Journal of Education is the property of McGill Journal of Education 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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  Data: "IT'S NOT JUST A PICTURE BOOK!": EXPANDING IDEAS OF MULTILITERACIES THROUGH THE CREATION AND ASSESSMENT OF A MULTIMODAL ASSIGNMENT.
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  Data: « CE N'EST PAS QU'UN LIVRE ILLUSTRÉ ! » : ÉLARGISSEMENT DE LA CONCEPTION DES LITTÉRATIES MULTIPLES GRÂCE À LA CRÉATION ET À L'ÉVALUATION D'UN DEVOIR MULTIMODAL.
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  Data: <searchLink fieldCode="AR" term="%22AHN%2C+CLAIRE%22">AHN, CLAIRE</searchLink><relatesTo>1</relatesTo><i> claire.ahn@queensu.ca</i><br /><searchLink fieldCode="AR" term="%22EVANS%2C+REBECCA+S%2E%22">EVANS, REBECCA S.</searchLink><relatesTo>1</relatesTo><i> becca.evans@queensu.ca</i><br /><searchLink fieldCode="AR" term="%22CHIN%2C+JANE%22">CHIN, JANE</searchLink><relatesTo>1</relatesTo><i> jane.chin@queensu.ca</i>
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  Data: <searchLink fieldCode="JN" term="%22McGill+Journal+of+Education%22">McGill Journal of Education</searchLink>. Spring2026, Vol. 60 Issue 2, p210-227. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Picture+books%22">Picture books</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: Grounded in a multiliteracies framework, this article interweaves the authors' experiences through narrative inquiry, exploring the integrating of multimodal texts and multimodal approaches of assessment within their practice. The article is organized as a conversation between two educators and a former student, and is centred around a multimodal assignment in a secondary English teacher education class that asked teacher candidates to create a digital picture book and use video annotation in peer assessment. Our shared conversation highlights the importance of multimodal texts such as sophisticated picture books in the secondary English classrooms, as well as thinking about alternative multimodal approaches to assessment. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: S'appuyant sur un cadre théorique axé sur les littératies multiples, cet article entremêle les expériences des autrices à travers une démarche narrative, explorant l'intégration de textes multimodaux et d'approches d'évaluation multimodales dans leur pratique. Cet article prend la forme d'une conversation entre deux enseignantes et une ancienne étudiante, et porte sur un projet multimodal réalisé dans le cadre d'un cours de formation des personnes enseignantes d'anglais au secondaire, dans lequel les futures enseignantes devaient créer un livre numérique illustré et utiliser l'annotation vidéo pour l'évaluation par les pairs. Notre conversation met en évidence l'importance des textes multimodaux, tels que les livres illustrés sophistiqués, dans les cours d'anglais du secondaire, ainsi que l'importance de réfléchir à d'autres approches multimodales en matière d'évaluation. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of McGill Journal of Education is the property of McGill Journal of Education 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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195731291
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        Value: 10.26443/mje/rsem.v60i2.10216
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      – Code: eng
        Text: English
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        PageCount: 18
        StartPage: 210
    Subjects:
      – SubjectFull: Picture books
        Type: general
      – SubjectFull: Educational evaluation
        Type: general
      – SubjectFull: English language education
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Peer review of students
        Type: general
    Titles:
      – TitleFull: "IT'S NOT JUST A PICTURE BOOK!": EXPANDING IDEAS OF MULTILITERACIES THROUGH THE CREATION AND ASSESSMENT OF A MULTIMODAL ASSIGNMENT.
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            NameFull: AHN, CLAIRE
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            NameFull: EVANS, REBECCA S.
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            – D: 01
              M: 04
              Text: Spring2026
              Type: published
              Y: 2026
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