Fracturing Writing Spaces
Identifieur interne : 000158 ( Main/Exploration ); précédent : 000157; suivant : 000159Fracturing Writing Spaces
Auteurs : Kimberly Lenters ; Kari-Lynn WintersSource :
- The Reading Teacher [ 0034-0561 ] ; 2013-11.
English descriptors
- Teeft :
- Albers harste, Alderella, Alderella group, Assistant professor, Cast members, Creative explorations, Dance party, Digital media, Elementary schools, English language arts unit, Evil mouse, Evil sister, Evil stepfather, Explicit sense, Fairy, Fairy godmother, Fairy godmouse, Fairy tale, Fairy tale story, Fairy tales, Gestural, Hobby horse, Language arts, Language arts classes, Language learners, Language literacy, Learner, Literacy, Literacy instruction, Little pigs, Little time, Many teachers, Moda, Modal approaches, Modal workshops, Monster theatre, Multimodal, Multimodal literacy, Multimodal literacy approach, Multimodal storytelling, Multimodal storytelling project, Multimodal transformations, Multiple entry points, National council, Oral language, Oral language development, Picture window, Prince yacoub, Print texts, Reading teacher, Rich basis, Rich contexts, Same time, Small groups, Small house, Social practices, Social worlds, Spac, Stinky cheese, Story webs, Storyline, Storytelling, Stupid tales, Text forms, Traditional approaches, Traditional classroom routines, True story, Tutu, Video, Wide range, Yacoub.
Abstract
In this paper, we explore the affordances of literature‐based, arts‐infused and digital media processes for students, as multimodal practices take centre stage in an English Language Arts unit on fractured fairy tales. The study takes up the challenge of addressing multimodal literacy instruction and research in ways that utilize a range of modalities. Incorporating the perspectives and multimodal texts of five students, Alvin, Adamma, Emmett, Layla and Yacoub, we highlight the highly supportive writing environment made possible for these fifth grade learners. The oral, embodied, visual, and written group explorations of the language of fairy tales, story and parody, found in fractured fairy tales, afforded the students numerous, rich opportunities to explore and experiment with language, which ultimately led to the production of individual fractured fairy tales written with a level of sophistication their teacher had not previously seen in their writing.
Url:
DOI: 10.1002/TRTR.1210
Affiliations:
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