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“To Be, or Not to Be”: Modernizing Shakespeare With Multimodal Learning Stations
Author(s) -
Harvey Miles,
Deuel Adrianna,
Marlatt Rick
Publication year - 2019
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.1023
Subject(s) - literacy , multimodality , language arts , the arts , class (philosophy) , pedagogy , teaching method , virtual reality , mathematics education , modernization theory , psychology , multimedia , sociology , visual arts , computer science , art , world wide web , human–computer interaction , artificial intelligence , political science , law
In an eighth‐grade English language arts class, 100 students used virtual reality headsets, augmented reality–capable smartphones, tablets, desktop computers, online scavenger hunts, and print‐based texts as an introduction to William Shakespeare's life and works. The authors highlight the need for educators to offer multimodal instruction that responds to literary appetites of adolescent readers. A preservice teaching candidate and two teacher educators experimented with multimodal instruction to support introductory activities that helped adolescent readers develop meaningful relationships with challenging texts. Findings showcase literacy engagement characterized by immersion, collaboration, and modernization of content. Recommendations are made for future research in the area of multimodal literacy learning.