Abstract:

In a teacher education program preparing preservice teachers (PSTs) for teaching in urban contexts, PSTs in English Language Arts methods courses were assigned a multimodal composition (MMC). The assignment mirrored the course content in designing assessments requiring transfer of knowledge for use in authentic contexts. In addition to the explicit challenge of representing theory into practice, the assessment had implicit purposes—to explore communicative potentials of MMCs, to understand the need for MMCs, to recognize the potential of finding voice through MMCs, to counter reliance on teacher controlled knowledge, and to develop authentic knowledge claims. Disrupting the linear, monolingual academic essay counters the Eurocentric emphasis of writing expectations, opening spaces for marginalized voices. Initiating PSTs to the value of MMC has promise to create equitable opportunities for future students.

The research question: How do PSTs respond to the complex demands of producing MMCs? was investigated. MMCs were collected as data from multiple sections of an English methods course over a two-year period, as well as interview and class discussion transcripts. Findings revealed three challenges in PSTs’ design and production of MMCs: 1.limited use of modes beyond print, 2.summary of course content took precedence over conceptual knowledge representations, 3.application of theory to practice often ignored issues of equitable learning opportunities.

That PSTs limited the modes used showed their comfort level with print over alternate representations of meaning. None of the PSTs had prior experience with MMC, situating them as novices in this genre. As novices, they may have needed more practice. Rather than embracing the freedom from academic expectations of academic essays, they clung to print, which dominated the texts. Primarily only visual text or video clips were used in addition to print.

While the course content focused on pedagogical approaches to develop independent learners, critical thinkers, and problem-solvers, the majority of PSTs leaned heavily on summary in their MMCs. This may be a result of their novice status; as they worked to take up the new genre, they defaulted to simpler content and gave precedence to form. Those who did represent conceptual understanding did so with depth and complexity.

Preparation for urban contexts was vital in course content, with emphasis on equity pedagogy. Representation of theory to practice often omitted inclusion of equitable approaches. Focus was on covering the course content, not applying it to equity-minded practices, perhaps due to the norm of reproducing information in US schooling rather than constructing understanding of knowledge. Or, moving from pen and paper to MMC, and the pedagogical shift that requires, may have confounded PSTs in discussing theories from the course in practice and MMC in practice.

PSTs expressed excitement, confusion, and fear as they approached the design of their MMCs. Implications to address these findings focus on providing multiple opportunities to produce MMCs. Using a high stakes, summative assessment and introducing a new genre to students may have impacted their ability to see the value of MMC. First engaging PSTs with an MMC in a more expressive genre, centered on an enduring understanding from the discipline of English may have provided a more comprehensive understanding of MMCs.

Keywords:

Multimodal composing, preservice teachers.