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"Then You go to Snap": Multimodal Making of Digital Comics in a Language Arts High School Classroom.

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Title: "Then You go to Snap": Multimodal Making of Digital Comics in a Language Arts High School Classroom.
Authors: Axelrod, Daryl (AUTHOR), Kahn, Jennifer (AUTHOR)
Source: Educational Technology Research & Development. Feb2024, Vol. 72 Issue 1, p41-57. 17p.
Subjects: Comedians, Urban youth, Social media mobile apps, Language arts, Art schools, High schools, Electronic textbooks
Abstract: This paper extends research that looks at the intersection of multimodal composing and maker education. We present findings from a fourth iteration of a multidisciplinary classroom design study in which high school youth made digital comics based on literary novels in an 11th grade language arts classroom in a predominantly Hispanic, low-SES, urban high school. The current study offers a close analysis of students' processes for making digital comics and how they utilized smartphone-based social media apps and comics tools to construct meaning via transmediation of a traditional literary text. We focused on two (cases) groups of students' multimodal making. We asked, how do youth leverage their own socio-technical repertoires of practice in multimodal making of digital comics? We used interaction analysis methods to analyze multimodal talk-in-interaction to understand how students used their bodies and technologies across making activities. We found that multimodal making with personal technologies enabled youth to transform and ascribe meaning to school spaces, supported embodied learning across physical and digital spaces, and reinforced agency in school spaces. We discuss implications for expanding maker education into formal non-STEM disciplinary spaces and the importance of grounding learning designs in students' preferred repertoires of practice and incorporate the tools that are intertwined with their ways of being and knowing if we are to support making practices among culturally, racially, and linguistically diverse learners both in and out of schools. [ABSTRACT FROM AUTHOR]
Copyright of Educational Technology Research & Development is the property of Springer Nature 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: Psychology and Behavioral Sciences Collection
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  Data: "Then You go to Snap": Multimodal Making of Digital Comics in a Language Arts High School Classroom.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Feb2024, Vol. 72 Issue 1, p41-57. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Comedians%22">Comedians</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+youth%22">Urban youth</searchLink><br /><searchLink fieldCode="DE" term="%22Social+media+mobile+apps%22">Social media mobile apps</searchLink><br /><searchLink fieldCode="DE" term="%22Language+arts%22">Language arts</searchLink><br /><searchLink fieldCode="DE" term="%22Art+schools%22">Art schools</searchLink><br /><searchLink fieldCode="DE" term="%22High+schools%22">High schools</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+textbooks%22">Electronic textbooks</searchLink>
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  Data: This paper extends research that looks at the intersection of multimodal composing and maker education. We present findings from a fourth iteration of a multidisciplinary classroom design study in which high school youth made digital comics based on literary novels in an 11th grade language arts classroom in a predominantly Hispanic, low-SES, urban high school. The current study offers a close analysis of students' processes for making digital comics and how they utilized smartphone-based social media apps and comics tools to construct meaning via transmediation of a traditional literary text. We focused on two (cases) groups of students' multimodal making. We asked, how do youth leverage their own socio-technical repertoires of practice in multimodal making of digital comics? We used interaction analysis methods to analyze multimodal talk-in-interaction to understand how students used their bodies and technologies across making activities. We found that multimodal making with personal technologies enabled youth to transform and ascribe meaning to school spaces, supported embodied learning across physical and digital spaces, and reinforced agency in school spaces. We discuss implications for expanding maker education into formal non-STEM disciplinary spaces and the importance of grounding learning designs in students' preferred repertoires of practice and incorporate the tools that are intertwined with their ways of being and knowing if we are to support making practices among culturally, racially, and linguistically diverse learners both in and out of schools. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature 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.)
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        Value: 10.1007/s11423-023-10285-2
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        Text: English
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              Text: Feb2024
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