Related Data for: Multimodal composing in the English classroom: Recontextualising the curriculum to learning

As literacy curricula around the world expand to include multimodal meaning-making, the challenge that remains is how teachers can design engaging and effective learning experiences in this context and the nature of their guidance to students in developing their multimodal literacy. Our paper focuses on the topic of multimodal composing, where students create artefacts to learn and demonstrate their learning. We seek to understand how teachers can design for students’ learning through multimodal composing with the use of a pedagogic metalanguage. Our data is drawn from a design-based research project on the teaching and learning of multimodal literacy in two secondary schools in Singapore. We discuss the implications of the design and evaluation of students’ learning through multimodal composing and reflect on the nature of the design work by teachers as they negotiate the curriculum requirements and make sense of their professional learning.

随着全球读写课程不断拓展，纳入多模态意义建构（multimodal meaning-making）相关内容，当前仍存在的核心挑战在于：教师应如何在该教学场景中设计兼具吸引力与实效性的学习活动，以及该如何为学生培养多模态读写能力（multimodal literacy）提供适配的指导方案。本研究聚焦多模态创作（multimodal composing）这一主题，即学生通过创作具象化成果来开展学习并展示其所学内容。本研究旨在探索教师如何借助教学元语言（pedagogic metalanguage），依托多模态创作活动开展学生的学习设计。本研究的数据源自新加坡两所中学开展的一项关于多模态读写教与学的设计本位研究（design-based research）项目。本研究将探讨依托多模态创作开展学生学习的设计与评估工作的实践启示，并反思教师在协调课程要求、梳理自身专业学习收获过程中所开展的设计工作的本质。