RM Winter 2017 FINAL

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Reading Matters
Research Matters
| 22| Reading Matters | Volume 16 • Winter 2016 |
Making Space for Multimodal Storytelling:
A Formative Case Study
By Elizabeth Hughes, The Pennsylvania State University
and Lea Calvert Evering, Seneca Middle School
The large windows look out onto the paved parking lot. Child-
sized desks are arranged in groups of four, systematically organized
in the center of the long classroom. Each desk is decorated with the
child’s name and has a folder that serves as a pocket hanging from
the side of each desk. This folder is where the students organize their
iPad activities. A bulletin board dedicated to the class’ current iPad
project is located next to the rectangular table where the teacher
frequently meets with students about their projects. Although
the classroom is quiet at the time, soon it will be bustling with
children eager to work on their multimodal storytelling projects.
Literacy in today’s world is not limited to words that fit
neatly between the covers of a book or on the pages of a
newspaper. Twenty-first century literacies are multimodal,
requiring readers to attend to narrative, image, sound, and
video in a cohesive production (National Writing Project with
DeVoss, Eidman-Aadahl, & Hicks, 2010). Technology has forever
changed not only what students need to learn, but also the
way in which they learn. As such, literacy experts are calling
for an expanded definition of literacy and literacy instruction.
The New London Group (1996) argued by broadening the
definition of literacy and in turn literacy instruction, educators
must address not only traditional print text but the variety
of modes of communication present in the world today. The
National Council of Teachers of English (2005) encouraged the
integration of different modes of communication into the overall
literacy curriculum as well as the investment of adequate time
and resources for implementation. Educators are encouraged
to follow standards of excellence and best practices in learning,
teaching, and leading with technology in education (ISTE, 2016;
NETS, 2011). More recently the Common Core State Standards
(CCSS) require students to be able to analyze multimodal texts
(National Governors Association & Council of Chief State School
Officers, 2012). In addition, society’s swift adoption of new
technologies and the new modes of communication afforded
by the technology also challenges teachers to expand their
understanding of the potential of these technologies (Lankshear
& Knobel, 2003; Shannan, 2013). Teaching students to be
literate in a tech savvy world requires teachers to have the skills,
training, and tools to teach students how to attend to, evaluate,
and synthesize information utilizing a variety of modalities
One way to introduce technologies to students is through the
promising practice of multimodal storytelling. In tangent with
new multimedia literacies are unique opportunities for teachers
to differentiate literacy instruction to meet varied literacy needs
of diverse student populations. Multimodal storytelling provides
opportunities for teachers to develop students’ literacy skills
and for students to (a) read independently, (b) read, analyze,
and interpret texts, (c) compose multiple texts for a variety of
purposes and audiences, (d) develop and expand oral language
and vocabulary, including speaking and listening skills, and (e)
use information, communication, and technology tools and skills
to enhance literacy development. Interacting with multimodal
storytelling requires students to understand implications
associated with selecting, manipulating, and merging
technologies and which technologies can serve multiple purposes
(National Writing Project with DeVoss, Eidman-Aadahl, & Hicks,
2010). The integration of technology and literacy allows students
to express ideas in in non-linear ways, ways that incorporate
interaction of visuals and text, videos, and other graphics. A
growing body of research supports the use of multimodal
storytelling to teach students with diverse literacy needs
including English-language learners (Rance-Roney, 2010), urban
students (Lu, 2010), and struggling writers (Sylvester & Greenidge,
2009). Robin (2008) reported that multimedia projects such as
digital storytelling increased students’ academic skills, motivation,
social, language, and critical thinking skills. Multimodal stories
provide opportunities and space for the students to identify as
active participants in the learning process (Honeyford, 2014) and
share personal challenges and successes (Lu, 2010). For example,
Schultz and Coleman-King (2012) reported that students who
were immigrants shared their voice and developed a sense
of belonging in the classroom through multimodal stories.
Honeyford (2014) documented that English language learners
developed ownership of their learning. Multimodal storytelling
can be used to empower students to share personal or learned
information in ways that integrate technology and literacy.
In order for students to benefit from technology and
multimodal storytelling, educators must have the skill to
effectively integrate the two to teach multimodal literacies.
Unfortunately, teachers may not have the knowledge nor the skill
to effectively integrate technology. One reason for the teachers’
limited abilities to integrate multimodal instruction may be
the lack of teacher preparation and professional development
directly related to multimodal literacies (Connors, 2012). Connors
contends classroom teachers are often left to their own devices
to figure out how best to integrate a skill with which they might
lack expertise. In addition, the fluid nature of technology makes
it challenging for practicing teachers to implement literacy
instruction that meets the needs and interests of students
growing up in an ever-changing digital, global society.
Teacher dispositions regarding technology influence
practice (Prestridge, 2012), suggesting that even as teachers are
developing skills, teachers who are more willing to integrate
technology will more likely be successful with it. It is suggested