Expanding Pre-Service Teachers’ Conceptions of Texts, Readers, and Response Through Multimodal Response

Authors

  • Ted Kesler Elementary and Early Childhood Department of Queens College, CUNY

DOI:

https://doi.org/10.20360/G2001V

Keywords:

multimodal digital response, children's historical fiction, book clubs, pre-service graduate students

Abstract

The author conducted a qualitative study of multimodal digital response to children’s historical fiction that his 23 pre-service graduate students read in book clubs. Grounded in sociocultural and multimodal theories of literacy, the study addresses the following two research questions: What influence did sociocultural and multimodal engagements with text have on students’ meaning-making? What influence did these engagements have on their conceptions of texts, readers, and response? Findings show how social negotiation of meaning and robustness of design work expanded participants’ understandings of texts, readers, and response that challenge current autonomous, verbocentric conceptions of literacy that predominate in schools.

Author Biography

Ted Kesler, Elementary and Early Childhood Department of Queens College, CUNY

Ted Kesler is an assistant professor in the Elementary and Early Childhood Department of Queens College, CUNY. He currently teaches graduate level courses in foundations of literacy and children’s literature, in addition to supervising students in their field placements. His research interests include: the influence of high-stakes testing on literacy instruction, multimodal responses to literature, critical media literacy, and issues in children’s literature. tkesler@qc.cuny.edu.

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Published

2011-05-03

How to Cite

Kesler, T. (2011). Expanding Pre-Service Teachers’ Conceptions of Texts, Readers, and Response Through Multimodal Response. Language and Literacy, 13(1), 72–97. https://doi.org/10.20360/G2001V

Issue

Section

Articles