Document Type
Article
Publication Title
Elementary School Journal
ISSN
0013-5984
Volume
115
Issue
4
DOI
10.1086/681969
First Page
548
Last Page
569
Publication Date
7-2-2015
Abstract
Multimodal composing is part of the Common Core vision of the twenty-first-century student. Two descriptive studies were conducted of fifth-grade students’ digital folktale retellings. Study 1 analyzed 83 retellings in relation to the types and frequencies of modal use, such as image, sound, movement, and written text, as well as their retelling accuracy. Students composed within a scaffolded digital composing environment which comprised the PowerPoint authoring/presentation tool and a researcher-developed story frame. All students’ retellings included writing and visual design, 80% included animation, and 70% included sound. Retelling accuracy scores averaged 54%. Study 2 was conducted with a new group of 14 fifth-grade students who had previous digital retelling experience. The retellings included the same types of modal use, but at a higher level of frequency. In their retrospective design interviews, students expressed design intentionality and a metamodal awareness of how modes work together to create an appealing story.
Recommended Citation
Dalton, B.,
Robinson, K. H.,
Lovvorn, J. F.,
Smith, B. E.,
Alvey, T.,
Mo, E.,
Uccelli, P.,
&
Proctor, C. P.
(2015).
Fifth-grade students’ digital retellings and the Common Core: Modal use and design intentionality.
Elementary School Journal, 115(4), 548–569.
DOI: 10.1086/681969
https://scholarlycommons.pacific.edu/ed-facarticles/138
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