“The computer gives us lots of ideas”
Exploring children’s multimodal writing process
DOI:
https://doi.org/10.1558/wap.26257Keywords:
writing conferences, multimodality, elementary, teaching strategiesAbstract
This article offers insights into elementary-aged students’ perspectives as they embark on composing collaborative multimodal narratives. Contributions from research literature on the writing process, conference practices, and multimodality situate the study. Analysis of students’ responses on a retrospective interview protocol that focused on students’ recollections of the experience, illuminated three findings that may be used to generate questions for effective writing conferences for multimodal compositions. Questions can be asked to support students as they navigate technology, gain insights into modal selection, and determine their collaborative approach to the composing process. Moreover, learning more about students’ decisions as they compose multimodal texts leads to a richer understanding of the affordances of multiple modes in writing and recommendations for creative effective writing conferences.
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