While there has been a scholarly call for the incorporation of digital multimodal composing (DMC) in L2 pedagogy over the past decade, the ideologies of teachers and students about using DMC and the p

The gap

Consensus across the literature

Supporting evidence — 4 representative gaps

• Digital Multimodal Composing in L2 Learning: Ideologies and Impact (2020) · doi

  While there has been a scholarly call for the incorporation of digital multimodal composing (DMC) in L2 pedagogy over the past decade, the ideologies of teachers and students about using DMC and the pertinent impact on students’ investment in language learning remain underexplored.

  Keywords: students there scholarly call incorporation digital multimodal composing pedagogy past decade ideologies teachers using pertinent
• 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