Analyzing High School Students’ Mulitmodal Compositions with Digital Media Platforms Using Metafunctions

Authors

  • Dr. Olivia G. Stewart St. John's University

DOI:

https://doi.org/10.20360/langandlit29608

Keywords:

Metafunctions, Multiliteracies, digital discourse, Writing, Digital Portfolios

Abstract

This study explores how diverse high school English students designed open-ended, multimodal projects across digital platforms (Weebly, blogs, and Instagram). Framed by metafunctions, emergent and axial coding of each student’s website homepage shows a broad range of how they designed in digital spaces and to what rhetorical effects. Additional coding of two focal students’ designs across each of the digital platforms highlights how students created complex, multimodal compositions that would have otherwise not been possible with the typical more formal, rigid forms of discourse. By designing multimodally, students showcased interests, humor, emotions, and culture not often seen in this classroom

Author Biography

Dr. Olivia G. Stewart, St. John's University

Dr. Olivia G. Stewart is an Assistant Professor of Literacy at St. John’s University in the Department of Education Specialties in Queens, NY. Her multiliteracies and critical literacies framed research interests center around multimodal authoring paths and digital-age literacy practices to critically expand notions of “what counts” as writing for academically marginalized students in addition to critical media production and critical digital literacies. She also explores how humanizing online courses can improve equitable outcomes in higher education.

Downloads

Published

2024-03-23

How to Cite

Stewart, O. G. (2024). Analyzing High School Students’ Mulitmodal Compositions with Digital Media Platforms Using Metafunctions. Language and Literacy, 26(1), 79–103. https://doi.org/10.20360/langandlit29608

Issue

Vol. 26 No. 1 (2024): Regular Issue

Section

Articles

License

Authors who publish with this journal agree to the following terms:
    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
    2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
    3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).