Abstracts
Abstract
Grounded in a multiliteracies framework, this article interweaves the authors’ experiences through narrative inquiry, exploring the integrating of multimodal texts and multimodal approaches of assessment within their practice. The article is organized as a conversation between two educators and a former student, and is centred around a multimodal assignment in a secondary English teacher education class that asked teacher candidates to create a digital picture book and use video annotation in peer assessment. Our shared conversation highlights the importance of multimodal texts such as sophisticated picture books in the secondary English classrooms, as well as thinking about alternative multimodal approaches to assessment.
Keywords:
- secondary English Language Arts,
- multilitereacies,
- assessment,
- video annotation,
- digital picture book
Résumé
S’appuyant sur un cadre théorique axé sur les littératies multiples, cet article entremêle les expériences des autrices à travers une démarche narrative, explorant l’intégration de textes multimodaux et d’approches d’évaluation multimodales dans leur pratique. Cet article prend la forme d’une conversation entre deux enseignantes et une ancienne étudiante, et porte sur un projet multimodal réalisé dans le cadre d’un cours de formation des personnes enseignantes d’anglais au secondaire, dans lequel les futures enseignantes devaient créer un livre numérique illustré et utiliser l’annotation vidéo pour l’évaluation par les pairs. Cela met en évidence l’importance des textes multimodaux, tels que les livres illustrés sophistiqués, dans les cours d’anglais du secondaire, ainsi que l’importance de réfléchir à d’autres approches multimodales en matière d’évaluation.
Mots-clés :
- cours d’anglais au secondaire,
- littératies multiples,
- livre numérique illustré,
- évaluation,
- annotation vidéo
Appendices
Bibliography
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