Despite a large body of work exploring preservice teachers’ learning about multimodal literacies, few studies have explored their experiences incorporating multimodal literacies from an explicitly cul
Research gap analysis derived from 3 education papers in our local library.
The gap
Despite a large body of work exploring preservice teachers’ learning about multimodal literacies, few studies have explored their experiences incorporating multimodal literacies from an explicitly culturally sustaining lens, nor examined le
Consensus across the literature
Clustered from 3 gap mentions across 3 papers via embedding cosine ≥ 0.62.
Research trend
Established — well-defined area with open sub-problems.
Supporting evidence — 3 representative gaps
- An EFL Teacher’s Investment in Digital Multimodal Composing (2020) · doi
Abstract Although there is a growing call for L2 teachers to invest in using digital multimodal composing (DMC) as an instructional activity, there is a paucity of research on whether and how L2 teachers invest in DMC, and the impact of DMC on their teaching and changing identities remains underexplored.
Keywords: there teachers invest abstract growing call using digital multimodal composing instructional activity paucity whether impact - Empowering English as an Additional Language students through digital multimodal composing (2023) · doi
Abstract While digital multimodal composing, underpinned by a critical literacies approach, provides opportunities for students to make informed semiotic choices and voice concerns about social issues, there is limited research exploring how digital multimodal composing is employed to interrogate and challenge the entanglements of language, immigration status and power.
Keywords: digital multimodal composing abstract underpinned critical literacies approach provides opportunities students make informed semiotic choices - A Culturally Sustaining Approach to Multimodal Literacies: Building from Students’ Funds of Knowledge in Field-Based Teacher Education (2023) · doi
Despite a large body of work exploring preservice teachers’ learning about multimodal literacies, few studies have explored their experiences incorporating multimodal literacies from an explicitly culturally sustaining lens, nor examined learning about multimodal instruction in field-based settings.
Keywords: multimodal learning literacies despite large body exploring preservice teachers explored experiences incorporating explicitly culturally sustaining
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