Examining How Different Modes Mediate Adolescents' Interactions during Their Collaborative Multimodal Composing Processes

Autor/inn/en	Jiang, Shiyan; Smith, Blaine E.; Shen, Ji
Titel	Examining How Different Modes Mediate Adolescents' Interactions during Their Collaborative Multimodal Composing Processes
Quelle	In: Interactive Learning Environments, 29 (2021) 5, S.807-820 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Blaine E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1612450
Schlagwörter	Middle School Students; Early Adolescents; Interaction; Peer Relationship; Group Discussion; Group Dynamics; Cooperative Learning; Collaborative Writing; Cartoons; Animation; Multimedia Materials; Science Fiction; After School Programs; STEM Education + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Interaktion; Peer-Beziehungen; Gruppendiskussion; Gruppendynamik; Kooperatives Lernen; Zeichentrickfilm; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; STEM
Abstract	Previous research illustrates the collaborative nature of adolescents' multimodal composing processes. However, few studies have specifically focused on how different modes influence student interactions over time. This study examines how multiple modes (e.g. text, music, visuals, and animations) mediated middle schoolers' composing processes as they worked in small groups to create multimodal science fictions. Situated in an afterschool program, each student selected the role of writer, scientist, or designer. Data sources included screen capture video, semi-structured interviews, and multimodal products. Qualitative data analysis involved the constant comparative method to establish codes for types of interactions and the mediating modes as a case study small group collaboratively composed. Findings indicate: (1) students were inclined to provide short responses to move on with composing practices; (2) group discussions while multimodal composing followed three stages: mode and story exploration, mode-story integration, and mode-story completion; (3) multimodal comics fostered the most discussion; (4) different modes supported self-oriented and group-oriented contributions in unique ways. This study contributes an initial understanding into how different modalities mediate students' interactions and offers implications for scaffolding peer interactions during multimodal composing processes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01