Expanding Argument Instruction: Incorporating Multimodality and Digital Tools

Document Type

Article

Publication Date

11-7-2017

Publication Title

Journal of Adolescent & Adult Literacy

Publisher

International Literacy Association

DOI

https://doi.org/10.1002/jaal.716

Abstract

The researcher conducted a formative experiment in a ninth- and a 10th-grade English classroom to observe a multiliteracies-based intervention implemented to improve high school students’ arguments. Traditionally, argument is taught from a cognitive perspective, emphasizing concepts such as claims, evidence, and warrants. However, arguments are also creations of social practice that incorporate the multimodality that digital tools afford. The author discusses three assertions regarding multimodality, social practice and digital tools, and transfer in relation to expanding argument instruction.

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