The multimodal writing process: Changing Practices in Contemporary Classrooms.

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35 Citations (Scopus)

Abstract

This article presents research exploring 'writing and text constructionï'½ practices in contemporary primary classrooms. In particular, the ways 17 teachers and their students engaged with technologies in the construction of classroom texts were investigated. The case studies presented prompt the necessity to extend more traditional understandings of classroom writing and the writing process. This article challenges and broadens 'what countsï'½ as classroom writing and results reveal that the pedagogy of writing requires teachers to account for the collaborative dimension of constructing texts in writing instruction. Results challenge teachers to use technology to enhance studentï'½s creative possibilities in the construction of new and dynamic texts and build into their instruction, learning about the elements of design. It is argued that the prevalence of design, presentation and production in classroom writing lessons now demands that it be reframed as 'the multimodal writing processï'½.
Original languageEnglish
Pages (from-to)49-64
Number of pages16
JournalLanguage and Education
Volume25
Issue number1
DOIs
Publication statusPublished - 2011

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