Date of Award
Spring 5-7-2021
Document Type
Education 530 Project
Degree Name
Master of Education
Department
Education
Department Chair or Program Director
Broome, John P.
First Advisor
Davis, Janine S.
Major or Concentration
Education
Abstract
This action research study examines the effects of multimodal literacy instruction on seventh grade social studies students’ content comprehension and analytical skills. Multimodal instruction refers to any instruction that combines two or more modes of communication, and in this case, refers to a blend of discipline-specific, media, and digital literacy instruction. Over the course of three content units, I implemented three multimodal literacy instruction workshops. Prior to the start of each workshop, participating students completed a self-generated pre-test that measured their content comprehension and analytical skills. Following the completion of each workshop, participating students then completed a self-generated post-test that assessed their growth in the aforementioned skills. I have compared pre and post-test data in order to measure the way in which students’ content comprehension and analytical skills have changed. The results of this action research study suggest that multimodal literacy instruction yields a positive outcome in increasing students’ content comprehension and analytical skills among all learner subgroups, however, more research is needed to better determine the strength of this correlation.
Recommended Citation
Farleigh, Glynnis C., "Thinking Outside the [Text] Box: The Effects of Multimodal Literacy Instruction on Middle School Social Studies Students’ Content Comprehension and Analytical Skills" (2021). Student Research Submissions. 385.
https://scholar.umw.edu/student_research/385