Abstract
This Action Research project was conducted from October 2021 to May of 2022 during which I spent two terms as a student teacher for an 8th English Language Arts class, a 10th Grade ELA class, and a mixed grade Drama elective. In this project, I primarily explore the meaning of multimodal literacy as it relates to my content areas. I also examine my practice when it comes to culturally responsive pedagogy, and the development of group leadership skills. Through analysis and reflection of pedagogical artifacts, I have acknowledged the strengths and weaknesses in my own planning and performance of my lessons. This process has informed and developed my views on multimodal literacy, culturally responsive pedagogy, and the development of group leadership skills in my content areas. I conclude that I have made my lessons with consideration to the framework of this study for the most part. However, there are several shortcomings and missed opportunities in my lesson planning. I must keep researching these topics to inform my views and develop my practice of literacy instruction to incorporate more modalities. I must also do what I can to maintain positive rapport with my students while I seek to understand them individually and culturally in order to find the best way for them to benefit from my pedagogy. I also conclude that I must continue to develop my understanding of group leadership skills as they relate to literacy to help students become positive participants in society with the tools to educate themselves
Exit Requirement
Action Research
Date of Award
6-6-2022
Degree Name
Master of Arts in Teaching (initial licensure)
Committee Chair
Josh Schultze
Committee Member
Jay Gipson-King
Language
eng
Type (DCMI Terms)
Text
Subject Categories
Educational Methods | Language and Literacy Education
Recommended Citation
Bookey, S. (2022). Multimodal Literacy in Drama and Language Arts Classrooms (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/157
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