Writing remixed: Mapping the multimodal composition of one preservice English education teacher (original) (raw)
This case study describes the creation of a digital multimodal poem by Mara, a preservice English Education teacher at a large state namesake university located in the Southeastern United States. Drawing on sociocultural perspectives broadly and New Literacies Studies specifically (Gee, 2012; Lankshear & Knobel, 2003; The New London Group, 1996), this study uses multimodal discourse analysis (Jewitt, 2006; Lemke, 1998, O’Halloran, 2009) as a tool to analyze how one preservice teacher’s multimodal composition affected her concept of new literacies. To investigate what Mara learned through the multimodal composing process, we analyzed three sources of data a) Mara’s multimodal composition, b) Mara’s written reflection about her composing practices written immediately after she had created her multimodal composition, and c) a ninety-minute interview with Mara using photo-elicitation techniques. Findings indicate that multimodal composing practices can potentially take advantage of the relation between cognition and affect, and do so using cultural means of codification that are both inscribed by textual authors and encoded by acculturated readers. Such experiences may be more readily available to digital natives who are conversant with the affordances of electronic devices, a trend that is likely to grow as technology continues to advance and become pervasive in the lives of succeeding generations.
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