View in EDS

'New Ways of Knowing': Collaborative Multimodal Response Assignments in Teacher Education

Saved in:
Bibliographic Details
Title: 'New Ways of Knowing': Collaborative Multimodal Response Assignments in Teacher Education
Language: English
Authors: Katie HarlanEller (ORCID 0000-0002-7132-3048)
Source: Journal of Adolescent & Adult Literacy. 2025 69(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Intermode Differences, Learning Modalities, Cooperative Learning, Preservice Teacher Education, Racism, Educational Practices, Preservice Teachers, Student Attitudes
DOI: 10.1002/jaal.70014
ISSN: 1081-3004
1936-2706
Abstract: Justice-oriented teacher educators continue to seek innovative teaching methods that support preservice teachers' learning and teaching about complex ideas in K-12 education. Collaborative multimodal response assignments represent one pedagogical tool positioned as deliberate resistance to dominant modes of expressing new knowledge, rejecting white supremacy culture in classrooms, and undergirding racially just educational practices. In this article, collaborative multimodal response projects assigned in undergraduate and graduate teacher preparation courses attempt to enact and encourage liberatory literacies and teaching practices. Following qualitative analysis of students' reflections and feedback on the project-making process, collaborative multimodal tasks offer preservice teachers literacy experiences that (1) impact them personally, (2) build community and connection, (3) mediate engagement with complex content, and (4) support preservice teachers' pedagogical practice as novice teachers.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1474571
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1474571
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: 'New Ways of Knowing': Collaborative Multimodal Response Assignments in Teacher Education
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Katie+HarlanEller%22">Katie HarlanEller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7132-3048">0000-0002-7132-3048</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adolescent+%26+Adult+Literacy%22"><i>Journal of Adolescent & Adult Literacy</i></searchLink>. 2025 69(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Intermode+Differences%22">Intermode Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modalities%22">Learning Modalities</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/jaal.70014
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1081-3004<br />1936-2706
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Justice-oriented teacher educators continue to seek innovative teaching methods that support preservice teachers' learning and teaching about complex ideas in K-12 education. Collaborative multimodal response assignments represent one pedagogical tool positioned as deliberate resistance to dominant modes of expressing new knowledge, rejecting white supremacy culture in classrooms, and undergirding racially just educational practices. In this article, collaborative multimodal response projects assigned in undergraduate and graduate teacher preparation courses attempt to enact and encourage liberatory literacies and teaching practices. Following qualitative analysis of students' reflections and feedback on the project-making process, collaborative multimodal tasks offer preservice teachers literacy experiences that (1) impact them personally, (2) build community and connection, (3) mediate engagement with complex content, and (4) support preservice teachers' pedagogical practice as novice teachers.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1474571
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1474571
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/jaal.70014
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Intermode Differences
        Type: general
      – SubjectFull: Learning Modalities
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Racism
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
    Titles:
      – TitleFull: 'New Ways of Knowing': Collaborative Multimodal Response Assignments in Teacher Education
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Katie HarlanEller
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1081-3004
            – Type: issn-electronic
              Value: 1936-2706
          Numbering:
            – Type: volume
              Value: 69
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Adolescent & Adult Literacy
              Type: main
ResultId 1