國立虎尾科技大學 |

Attuning to Multimodal Literacies in Teacher Education : = A Case Study Analysis of Preservice Teachers' Aesthetic Reader Responses to a Wordless Picture Book.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Attuning to Multimodal Literacies in Teacher Education :/
其他題名:	A Case Study Analysis of Preservice Teachers' Aesthetic Reader Responses to a Wordless Picture Book.
作者:	Parker Monger, Jennifer.
面頁冊數:	1 online resource (242 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
標題:	Language arts. -
電子資源:	click for full text (PQDT)
ISBN:	9798380827966

Attuning to Multimodal Literacies in Teacher Education : = A Case Study Analysis of Preservice Teachers' Aesthetic Reader Responses to a Wordless Picture Book.
Parker Monger, Jennifer.

Attuning to Multimodal Literacies in Teacher Education :A Case Study Analysis of Preservice Teachers' Aesthetic Reader Responses to a Wordless Picture Book. - 1 online resource (242 pages)

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ph.D.)--Indiana University, 2023.

Includes bibliographical references

This qualitative research investigated two preservice teachers' multimodal aesthetic reader responses to a wordless picture book in a literacy methods course. This study took up a sociocultural perspective that was informed by transactional reader response theory (Rosenblatt, 1978, 1986, 2013) and further supported by a pedagogy of multiliteracies, multimodality (Cope & Kalantzis, 2009; Kress, 2010; New London Group, 1996), and new literacies (Lankshear & Knobel, 2011). The primary data sources that informed this study were the wordless picture book Here I Am by Patti Kim and the multimodal texts composed by two preservice teachers that incorporated music, dance, images, and poetry. A transcription of the researcher's reflective class discussion with the preservice teachers further triangulated the results of the study. Undergirded by multiple case study methodology (Merriam, 1998), this inquiry applied multimodal analytic techniques inspired by Jewitt (2017), Kress and van Leeuwen (2021), and Norris (2004) that were used to establish researcher positionality and closely examine the collected case study data. This study also used innovative analytic methods influenced by music transcription to make visible the meaning-making affordances of visual art forms, musical compositions, poetic texts, and dance. Key findings from this research pointed to preservice teachers' use of modes to narrate, organize, and emphasize meanings to convey emotions, tones, and actions through modal quality, synchrony, and complexity. Additionally, both preservice teachers used an array of digital tools to design and assemble their compositions, thus indicating the affordances of incorporating new literacies in teacher education. This study showed that providing opportunities for learners to design modally complex narratives that incorporate musical, visual, and embodied ways of knowing and meaning can lead to deeper understandings of multimodal texts. This dissertation posits that attuning to multimodal literacies expands the possibilities for future research in education through its conceptualization of how modes are orchestrated to create symphonies of meaning through music and art.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380827966Subjects--Topical Terms:

556677
Language arts.
Subjects--Index Terms:

Multimodal analysisIndex Terms--Genre/Form:

554714
Electronic books.

Attuning to Multimodal Literacies in Teacher Education : = A Case Study Analysis of Preservice Teachers' Aesthetic Reader Responses to a Wordless Picture Book.
LDR:03662ntm a22003977 4500 001 1152612
005 20241209114610.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380827966
035 $a (MiAaPQ)AAI30692524
035 $a AAI30692524
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Parker Monger, Jennifer. $3 1479659
245 1 0 $a Attuning to Multimodal Literacies in Teacher Education : $b A Case Study Analysis of Preservice Teachers' Aesthetic Reader Responses to a Wordless Picture Book.
264 0 $c 2023
300 $a 1 online resource (242 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
500 $a Advisor: Wohlwend, Karen.
502 $a Thesis (Ph.D.)--Indiana University, 2023.
504 $a Includes bibliographical references
520 $a This qualitative research investigated two preservice teachers' multimodal aesthetic reader responses to a wordless picture book in a literacy methods course. This study took up a sociocultural perspective that was informed by transactional reader response theory (Rosenblatt, 1978, 1986, 2013) and further supported by a pedagogy of multiliteracies, multimodality (Cope & Kalantzis, 2009; Kress, 2010; New London Group, 1996), and new literacies (Lankshear & Knobel, 2011). The primary data sources that informed this study were the wordless picture book Here I Am by Patti Kim and the multimodal texts composed by two preservice teachers that incorporated music, dance, images, and poetry. A transcription of the researcher's reflective class discussion with the preservice teachers further triangulated the results of the study. Undergirded by multiple case study methodology (Merriam, 1998), this inquiry applied multimodal analytic techniques inspired by Jewitt (2017), Kress and van Leeuwen (2021), and Norris (2004) that were used to establish researcher positionality and closely examine the collected case study data. This study also used innovative analytic methods influenced by music transcription to make visible the meaning-making affordances of visual art forms, musical compositions, poetic texts, and dance. Key findings from this research pointed to preservice teachers' use of modes to narrate, organize, and emphasize meanings to convey emotions, tones, and actions through modal quality, synchrony, and complexity. Additionally, both preservice teachers used an array of digital tools to design and assemble their compositions, thus indicating the affordances of incorporating new literacies in teacher education. This study showed that providing opportunities for learners to design modally complex narratives that incorporate musical, visual, and embodied ways of knowing and meaning can lead to deeper understandings of multimodal texts. This dissertation posits that attuning to multimodal literacies expands the possibilities for future research in education through its conceptualization of how modes are orchestrated to create symphonies of meaning through music and art.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Language arts. $3 556677
650 4 $a Teacher education. $3 1148451
650 4 $a Pedagogy. $3 1148703
653 $a Multimodal analysis
653 $a Multimodal literacies
653 $a Reader response
653 $a Preservice teachers
653 $a Transmediation
655 7 $a Electronic books. $2 local $3 554714
690 $a 0456
690 $a 0530
690 $a 0279
710 2 $a Indiana University. $b School of Education. $3 1180104
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30692524 $z click for full text (PQDT)