{"id":3464,"date":"2021-08-09T09:00:20","date_gmt":"2021-08-09T14:00:20","guid":{"rendered":"https:\/\/ele.local\/?p=3464"},"modified":"2022-08-02T11:31:25","modified_gmt":"2022-08-02T16:31:25","slug":"using-digital-multimodal-composition-to-achieve-greater-equity-in-the-classroom","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/using-digital-multimodal-composition-to-achieve-greater-equity-in-the-classroom\/","title":{"rendered":"Using Digital Multimodal Composition to Achieve Greater Equity in the Classroom"},"content":{"rendered":"

To account for the linguistic and cultural diversity on college and university campuses, a growing body of research argues for using multiple digital modalities to provide a more equitable, inclusive academic experience for emergent bilingual students.\u00a0<\/span><\/p>\n

Dr. Blaine Smith, Associate Professor of New Literacies and Bi\/Multilingual Immigrant Learners in the University of Arizona Department of Teaching, Learning, and Sociocultural Studies, encourages instructors to utilize multimodal composing to increase digital literacy skills, provide more opportunities for identity expression, and bolster academic success.\u00a0<\/span><\/p>\n

The starting point for educators who seek to redesign traditional learning practices for a more dynamic and engaging classroom, she says, is to ask how students make meaning and what is the most effective way to share their learning.<\/span><\/p>\n

The case for multimodal composition<\/h2>\n

A vivid illustration comes from Smith’s early experience as a consultant for the <\/span>Every Learner Everywhere\u00ae Expert Network<\/span><\/a>, when <\/span>a STEM instructor sought guidance on how to better engage racially minoritized men in her course.<\/span><\/p>\n

Smith\u2019s response was to work with the instructor to redesign a single assignment around choosing from a menu of digital formats, including a podcast, a video, and a written paper. By considering the ways students can connect the material to their lives and the digital creation tools available to them, the redesigned assignment helped learners see the relevance of the material and of the project. It also afforded them more flexibility and creativity in sharing their understanding.\u00a0<\/span><\/p>\n

A systematic <\/span>literature review<\/span><\/a> co-authored by Smith and colleagues shows that expanded opportunities for digital multimodal composition encourages students to represent themselves and communicate in empowering ways. Creating these opportunities involves thinking about learning outcomes and using a range of digital modalities to support choice.<\/span><\/p>\n

In another study of 10th grade emergent bilingual students (currently under publication review), Smith and her colleagues found that integrating a variety of digital multimodal projects led to profound outcomes. The curriculum usually focused on writing academic essays and other print-based assignments. Smith helped the teacher integrate multiple digital options for assignments, initially meeting with some resistance from students because of discomfort with the shift in communication.\u00a0<\/span><\/p>\n

By the end of the course, Smith says, 92 percent of students surveyed reported they preferred multimodal projects for a variety of reasons:<\/span><\/p>\n