Marva Cappello | San Diego State University (original) (raw)
Papers by Marva Cappello
Research in the Teaching of English
With funding from the American Educational Research Association (AERA), Marva Cappello, Jennifer ... more With funding from the American Educational Research Association (AERA), Marva Cappello, Jennifer D. Turner, and Angela M. Wiseman convened a group of critical multimodal scholars in April 2022 to initiate a national agenda that prioritizes the use of visual and multimodal methodologies to promote educational equity and racial justice for youth of color. Our conference gathering included Reka Barton, Darielle Blevins, Justin Coles, Autumn A. Griffin, Stephanie P. Jones, Alicia Rusoja, Amy Stornaiuolo, Claudine Taaffe, Tran Templeton, Vivek Vellanki, and Angie Zapata. The dialogue presented in this article centers around a collaboratively composed image (see ) created three months after our initial convening. Participants from the conference chose an image that reflected our time together and represented our hopes and dreams moving forward. Inspired by kitchen-table talk methodology (), we share our ideas through images and text reflecting on how critical visual and multimodal methodo...
Research in the Teaching of English
With funding from the American Educational Research Association (AERA), Marva Cappello, Jennifer ... more With funding from the American Educational Research Association (AERA), Marva Cappello, Jennifer D. Turner, and Angela M. Wiseman convened a group of critical multimodal scholars in April 2022 to initiate a national agenda that prioritizes the use of visual and multimodal methodologies to promote educational equity and racial justice for youth of color. Our conference gathering included Reka Barton, Darielle Blevins, Justin Coles, Autumn A. Griffin, Stephanie P. Jones, Alicia Rusoja, Amy Stornaiuolo, Claudine Taaffe, Tran Templeton, Vivek Vellanki, and Angie Zapata. The dialogue presented in this article centers around a collaboratively composed image (see ) created three months after our initial convening. Participants from the conference chose an image that reflected our time together and represented our hopes and dreams moving forward. Inspired by kitchen-table talk methodology (), we share our ideas through images and text reflecting on how critical visual and multimodal methodo...
Language arts, 2008
... It is not translation; it is transfor-mation. ... This approach can be just as powerful with ... more ... It is not translation; it is transfor-mation. ... This approach can be just as powerful with still cameras, in that they also allow the research-ers an opportunity to see the insiders' view and (in our story) learn how young writers see their liter-acy practice and their world at school. ...
Issues in Teacher Education, 2019
Contemporary societies, whether in the United States or the Pacific are overwhelming visual in ch... more Contemporary societies, whether in the United States or the Pacific are overwhelming visual in character. Yet, schools at all levels continue to privilege written text as demonstrations of learning over any other form of communication. A visual curriculum has the potential to strengthen instruction across disciplines and offers students another way to express their knowledge. As a receptive mediator, images can provide support for students who may be new to school, or English, or otherwise in need additional scaffolding of verbal language experiences (Cappello & Walker, 201 ; Marzano, Pickering, & Pollock, 2001). When used for literacy production, visuals may also help students to communicate their new ideas and understandings (Cappelo & Hollingsworth, 2008; Cappello & Lafferty, 2015; Eisner, 2002). Moreover, privileging visual texts as student demonstrations of knowledge may provide students an otherwise missing opportunity to express cultural knowledge and identity (Franquiz & Bro...
International Journal of Education and the Arts, 2018
Issues in Teacher Education, 2011
My new graduate students in Curriculum and Instruction at San Diego State University reacted with... more My new graduate students in Curriculum and Instruction at San Diego State University reacted with surprise when they discovered that the syllabus indicated no requisite textbook. Instead, access to a camera was required. “Any camera will do: disposable, film, or digital.” I recommended several texts to the students, including Wendy Elwald and Alexandra Lightfoot’s I Wanna Take Me a Picture: Teaching Photography and Writing to Children, but none of these texts were necessary to be successful in the course. This was during one summer semester when I had the opportunity to teach a course entitled “Innovations in Instruction.” My broad goals for the course focused on experienced-based and student-centered learning. These unusual course requirements unnerved some students and motivated others, engaging all that first afternoon. This cohort of 26 teachers was enrolled in their final semester at the university, many of them already at work on their master’s projects. All were credentialed ...
This paper discusses the ways in which photography was used for data generation in a 9-month qual... more This paper discusses the ways in which photography was used for data generation in a 9-month qualitative study on a mixed-age elementary school classroom. Through a review of the research literature in anthropology, sociology, and education, and an analysis of the research data, the usefulness of photography for educational research with young children was examined. Observations and findings from working with the class of 40 children aged 6 to 9 years show the 4 ways photography functioned as a research tool: (1) to overview the setting; (2) to create in-depth diachronic views of the classroom; (3) to offer children the chance to express their own ideas through a visual medium (photographs they took with inexpensive cameras); and (4) to elicit responses during photo-interviews with 8 children. More than 200 photographs were taken and collected during the 9 months. (Contains 17 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.
English Teaching: Practice & Critique
Purpose This paper aims to present three girls’ visual annotations and digital responses that res... more Purpose This paper aims to present three girls’ visual annotations and digital responses that restory a scene in the picturebook I’m New Here. The authors focus on how children use multimodal tools to reflect their critical knowledge of the world by illuminating how this group of girls responded to and incorporated broader social issues. Design/methodology/approach This study takes place in a third-grade classroom. Using qualitative methods that build on critical multimodal literacy, the authors documented and analyzed children’s visual and digital interpretations. Data were generated from classroom sessions that incorporated interactive readalouds, as well as students’ annotated visual images, sketches, video and digital responses. The collaborative analytic process involved multiple passes to interpret visual, textual and multimodal elements. Findings The analyses revealed how Aliyah, Tiana and Carissa used multimodal tools to engage in the process of restorying. Through their mul...
Literacy Research: Theory, Method, and Practice
This article presents an illustrative case study to explore the classroom potentials of critical ... more This article presents an illustrative case study to explore the classroom potentials of critical multimodal literacy. We feature Marcela’s multimodal response to demonstrate how she engaged with visual and textual tools for learning. Illustrative cases are especially useful to explore a particular issue and often involve in-depth analysis of qualitative data that represents theoretical constructs or significant findings. Critical multimodal literacy is a framework that we developed from a synthesis of the research literature to describe the ways that children use tools (e.g., sketches, videos) for personal meaning-making, critique, and agentive learning in classrooms. Findings from the critical analysis of a young Latina fourth-grader’s multimodal production illuminate our framework, which consists of the following four components: communicate and learn with multimodal tools; restory, represent, and redesign; acknowledge and shift power relationships; and leverage multimodal resourc...
The Reading Teacher, 2017
The Reading Teacher, 2016
The Reading Teacher, 2015
The Reading Teacher, 2016
Literacy teachers are now responsible for supporting students as they engage with visual texts, s... more Literacy teachers are now responsible for supporting students as they engage with visual texts, so we must carefully and intentionally choose images for instructional practice and consider visual text complexity.
Language Arts, Jul 1, 2008
... It is not translation; it is transfor-mation. ... This approach can be just as powerful with ... more ... It is not translation; it is transfor-mation. ... This approach can be just as powerful with still cameras, in that they also allow the research-ers an opportunity to see the insiders' view and (in our story) learn how young writers see their liter-acy practice and their world at school. ...
This paper discusses the ways in which photography was used for data generation in a 9-month qual... more This paper discusses the ways in which photography was used for data generation in a 9-month qualitative study on a mixed-age elementary school classroom. Through a review of the research literature in anthropology, sociology, and education, and an analysis of the research data, the usefulness of photography for educational research with young children was examined. Observations and findings from working with the class of 40 children aged 6 to 9 years show the 4 ways photography functioned as a research tool: (1) to overview the setting; (2) to create in-depth diachronic views of the classroom; (3) to offer children the chance to express their own ideas through a visual medium (photographs they took with inexpensive cameras); and (4) to elicit responses during photo-interviews with 8 children. More than 200 photographs were taken and collected during the 9 months. (Contains 17 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.
Research in the Teaching of English
With funding from the American Educational Research Association (AERA), Marva Cappello, Jennifer ... more With funding from the American Educational Research Association (AERA), Marva Cappello, Jennifer D. Turner, and Angela M. Wiseman convened a group of critical multimodal scholars in April 2022 to initiate a national agenda that prioritizes the use of visual and multimodal methodologies to promote educational equity and racial justice for youth of color. Our conference gathering included Reka Barton, Darielle Blevins, Justin Coles, Autumn A. Griffin, Stephanie P. Jones, Alicia Rusoja, Amy Stornaiuolo, Claudine Taaffe, Tran Templeton, Vivek Vellanki, and Angie Zapata. The dialogue presented in this article centers around a collaboratively composed image (see ) created three months after our initial convening. Participants from the conference chose an image that reflected our time together and represented our hopes and dreams moving forward. Inspired by kitchen-table talk methodology (), we share our ideas through images and text reflecting on how critical visual and multimodal methodo...
Research in the Teaching of English
With funding from the American Educational Research Association (AERA), Marva Cappello, Jennifer ... more With funding from the American Educational Research Association (AERA), Marva Cappello, Jennifer D. Turner, and Angela M. Wiseman convened a group of critical multimodal scholars in April 2022 to initiate a national agenda that prioritizes the use of visual and multimodal methodologies to promote educational equity and racial justice for youth of color. Our conference gathering included Reka Barton, Darielle Blevins, Justin Coles, Autumn A. Griffin, Stephanie P. Jones, Alicia Rusoja, Amy Stornaiuolo, Claudine Taaffe, Tran Templeton, Vivek Vellanki, and Angie Zapata. The dialogue presented in this article centers around a collaboratively composed image (see ) created three months after our initial convening. Participants from the conference chose an image that reflected our time together and represented our hopes and dreams moving forward. Inspired by kitchen-table talk methodology (), we share our ideas through images and text reflecting on how critical visual and multimodal methodo...
Language arts, 2008
... It is not translation; it is transfor-mation. ... This approach can be just as powerful with ... more ... It is not translation; it is transfor-mation. ... This approach can be just as powerful with still cameras, in that they also allow the research-ers an opportunity to see the insiders' view and (in our story) learn how young writers see their liter-acy practice and their world at school. ...
Issues in Teacher Education, 2019
Contemporary societies, whether in the United States or the Pacific are overwhelming visual in ch... more Contemporary societies, whether in the United States or the Pacific are overwhelming visual in character. Yet, schools at all levels continue to privilege written text as demonstrations of learning over any other form of communication. A visual curriculum has the potential to strengthen instruction across disciplines and offers students another way to express their knowledge. As a receptive mediator, images can provide support for students who may be new to school, or English, or otherwise in need additional scaffolding of verbal language experiences (Cappello & Walker, 201 ; Marzano, Pickering, & Pollock, 2001). When used for literacy production, visuals may also help students to communicate their new ideas and understandings (Cappelo & Hollingsworth, 2008; Cappello & Lafferty, 2015; Eisner, 2002). Moreover, privileging visual texts as student demonstrations of knowledge may provide students an otherwise missing opportunity to express cultural knowledge and identity (Franquiz & Bro...
International Journal of Education and the Arts, 2018
Issues in Teacher Education, 2011
My new graduate students in Curriculum and Instruction at San Diego State University reacted with... more My new graduate students in Curriculum and Instruction at San Diego State University reacted with surprise when they discovered that the syllabus indicated no requisite textbook. Instead, access to a camera was required. “Any camera will do: disposable, film, or digital.” I recommended several texts to the students, including Wendy Elwald and Alexandra Lightfoot’s I Wanna Take Me a Picture: Teaching Photography and Writing to Children, but none of these texts were necessary to be successful in the course. This was during one summer semester when I had the opportunity to teach a course entitled “Innovations in Instruction.” My broad goals for the course focused on experienced-based and student-centered learning. These unusual course requirements unnerved some students and motivated others, engaging all that first afternoon. This cohort of 26 teachers was enrolled in their final semester at the university, many of them already at work on their master’s projects. All were credentialed ...
This paper discusses the ways in which photography was used for data generation in a 9-month qual... more This paper discusses the ways in which photography was used for data generation in a 9-month qualitative study on a mixed-age elementary school classroom. Through a review of the research literature in anthropology, sociology, and education, and an analysis of the research data, the usefulness of photography for educational research with young children was examined. Observations and findings from working with the class of 40 children aged 6 to 9 years show the 4 ways photography functioned as a research tool: (1) to overview the setting; (2) to create in-depth diachronic views of the classroom; (3) to offer children the chance to express their own ideas through a visual medium (photographs they took with inexpensive cameras); and (4) to elicit responses during photo-interviews with 8 children. More than 200 photographs were taken and collected during the 9 months. (Contains 17 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.
English Teaching: Practice & Critique
Purpose This paper aims to present three girls’ visual annotations and digital responses that res... more Purpose This paper aims to present three girls’ visual annotations and digital responses that restory a scene in the picturebook I’m New Here. The authors focus on how children use multimodal tools to reflect their critical knowledge of the world by illuminating how this group of girls responded to and incorporated broader social issues. Design/methodology/approach This study takes place in a third-grade classroom. Using qualitative methods that build on critical multimodal literacy, the authors documented and analyzed children’s visual and digital interpretations. Data were generated from classroom sessions that incorporated interactive readalouds, as well as students’ annotated visual images, sketches, video and digital responses. The collaborative analytic process involved multiple passes to interpret visual, textual and multimodal elements. Findings The analyses revealed how Aliyah, Tiana and Carissa used multimodal tools to engage in the process of restorying. Through their mul...
Literacy Research: Theory, Method, and Practice
This article presents an illustrative case study to explore the classroom potentials of critical ... more This article presents an illustrative case study to explore the classroom potentials of critical multimodal literacy. We feature Marcela’s multimodal response to demonstrate how she engaged with visual and textual tools for learning. Illustrative cases are especially useful to explore a particular issue and often involve in-depth analysis of qualitative data that represents theoretical constructs or significant findings. Critical multimodal literacy is a framework that we developed from a synthesis of the research literature to describe the ways that children use tools (e.g., sketches, videos) for personal meaning-making, critique, and agentive learning in classrooms. Findings from the critical analysis of a young Latina fourth-grader’s multimodal production illuminate our framework, which consists of the following four components: communicate and learn with multimodal tools; restory, represent, and redesign; acknowledge and shift power relationships; and leverage multimodal resourc...
The Reading Teacher, 2017
The Reading Teacher, 2016
The Reading Teacher, 2015
The Reading Teacher, 2016
Literacy teachers are now responsible for supporting students as they engage with visual texts, s... more Literacy teachers are now responsible for supporting students as they engage with visual texts, so we must carefully and intentionally choose images for instructional practice and consider visual text complexity.
Language Arts, Jul 1, 2008
... It is not translation; it is transfor-mation. ... This approach can be just as powerful with ... more ... It is not translation; it is transfor-mation. ... This approach can be just as powerful with still cameras, in that they also allow the research-ers an opportunity to see the insiders' view and (in our story) learn how young writers see their liter-acy practice and their world at school. ...
This paper discusses the ways in which photography was used for data generation in a 9-month qual... more This paper discusses the ways in which photography was used for data generation in a 9-month qualitative study on a mixed-age elementary school classroom. Through a review of the research literature in anthropology, sociology, and education, and an analysis of the research data, the usefulness of photography for educational research with young children was examined. Observations and findings from working with the class of 40 children aged 6 to 9 years show the 4 ways photography functioned as a research tool: (1) to overview the setting; (2) to create in-depth diachronic views of the classroom; (3) to offer children the chance to express their own ideas through a visual medium (photographs they took with inexpensive cameras); and (4) to elicit responses during photo-interviews with 8 children. More than 200 photographs were taken and collected during the 9 months. (Contains 17 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.