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ETD Abstract Container

Abstract Header

Third Grade Students Literacy Practices As They Compose Multimodal Texts In A Digital Writing Workshop

Toney, Jennifer L.
http://rave.ohiolink.edu/etdc/view?acc_num=kent1508600000499313

Abstract Details

2017, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
The purposes of this qualitative study, viewed through the New Literacy Studies (NLS) theoretical lens, were to explore third grade students’ literacy practices as they composed multimodal informational texts in a digital writing workshop; and examine how these students composed multimodally in a digital format and what their perspectives were on digital, multimodal composition. An ethnographic case study methodology was applied to explore the participants’ experiences with digital, multimodal composition by addressing the following questions: (1) What are the literacy practices surrounding the writing by third grade students within a digital writing workshop? (1a) What are the students’ perspectives about working in the digital writing workshop? (1b) How does their writing change, both qualitatively and quantitatively? (2) How do students write multimodally when given the chance? (2a) What are their perspectives on that kind of writing? The findings revealed the participants’ writing appeared to be influenced by popular music and culture and the researcher’s instruction and their interactions with her—their classroom teacher. Additionally, the findings suggested participants found favor in digital composing and valued communicating multimodally. Third, there were quantitative differences—improvements in students’ alphabetic word-based writing—and qualitative differences—there seemed to be the establishment of a collaborative community throughout this project. Moreover, the participants utilized a variety of multimodal elements to craft unique compositions. Finally, when given the opportunity to compose multimodally, the participants took ownership of their work and demonstrated agency as they selected multimodal design elements, produced their digital compositions, and reflected on their choices.
William Kist (Advisor)
Timothy Rasinski (Committee Member)
Gumiko Monobe (Committee Member)
Niesz Tricia (Committee Member)
458 p.
Early Childhood Education; Education; Educational Technology; Elementary Education; Teacher Education; Technology

Recommended Citations

Citations

  • Toney, J. L. (2017). Third Grade Students Literacy Practices As They Compose Multimodal Texts In A Digital Writing Workshop [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1508600000499313

    APA Style (7th edition)

  • Toney, Jennifer. Third Grade Students Literacy Practices As They Compose Multimodal Texts In A Digital Writing Workshop . 2017. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1508600000499313.

    MLA Style (8th edition)

  • Toney, Jennifer. "Third Grade Students Literacy Practices As They Compose Multimodal Texts In A Digital Writing Workshop ." Doctoral dissertation, Kent State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1508600000499313

    Chicago Manual of Style (17th edition)

kent1508600000499313
406
© 2017, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.