ABSTRACT

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.

摘要

随着世界各地的识字课程扩展到包括多模态意义建构，仍然存在的挑战是教师如何在这种情况下设计引人入胜且有效的学习体验，以及他们对学生发展多模态识字能力的指导的性质。我们的论文侧重于多模式组合的主题，学生可以在其中创建人工制品来学习和展示他们的学习。我们试图了解教师如何通过使用教学元语言的多模态组合来设计学生的学习。我们的数据来自一项基于设计的研究项目，该项目涉及新加坡两所中学的多模式识字教学和学习。