Valerie Sigl

Return to: ETAP 623 Fall 2019 (Zhang) | Integrating Interactive and Mulitmodal Texts into Instruction

At a gala (on left)


About Me

Hi everyone! I'm Valerie Sigl and this is my fifth course in the CDIT Program. I received my undergraduate degree in English Literature with an Adolescent Education Certification in 2016 from SUNY Geneseo. I’m an English Teacher in the RCSD, where I graduated as a student in 2012. I’m incredibly passionate about urban education and I’m currently transitioning from my role as the Program English teacher in a small alternative program to a grade level English teacher in a larger more traditional high school. I also have pronounced interest in literacy, and I'm working with certified reading teachers to reinvigorate the literacy program at my high school.


My Topic and Purpose

My topic focuses on both the reading and creation of interactive texts and implementing them in authentic ways that build student's core literacy skills.

This course will support instructors in implementing mobile devices in the classroom, specifically in the context of both analog and digital interactive texts and supporting active reading/literacy skills. The course will be designed to draw on previous skills instructors have with literacy interventions, and building on that foundation so that instructors can successfully design authentic instruction utilizing interactive texts for supporting core literacy skills.

Learning Outcomes

Learners will be able to:

  • Read and evaluate interactive texts for cognitive benefits in learners
  • Construct an interactive text for use in the classroom
  • Examine curriculum for opportunities to implement interactive texts in the classroom
  • Design instruction that fosters student understanding through the creation of interactive texts

Needs Assessment

Instructional Problem

As we move further into the twenty-first century the literacy needs of students are becoming more complex, and so is the landscape of technological and pedagogical resources. Not only do interactive multimedia texts have the opportunity to enhance literacy instruction and student understanding of content, but they also prepare students for accessing digital texts and build literacy skills necessary for the twenty-first century. Students need literacy in a variety of “modes” such as “(image, gesture, movement, music, speech, sound effects, etc,” (Brown 2016). Interaction is an important dimension of literacy development and textual understanding, and meaningful peer to peer and peer to instructor can be supplemented with digital interactive texts. Interaction with a digital text also builds reader agency (Aliagas & Margallo 2017), which can be leveraged for reader motivation as well as a foundation for teaching metacognitive strategies to improve literacy and fluency. Interactive and multimodal texts have the potential to impact both literacy development and content development, which is important for an educational landscape in which all teachers need to consider themselves literacy teachers. This course should give teachers new knowledge and strategies for tackling these issues as well as the ability to navigate these diverse resources and create or curate instruction to meet their students current instructional needs.

What is to be learned

Instructors will learn what interactivity and multimodality mean in terms of digital and traditional texts and how to incorporate interactive multimodal texts into their instruction, how to select appropriate interactive multimodal texts, how to create interactive multimodal texts, and how to teach students to create their own interactive multimodal texts.

Exploring the Instructional Problem and the Solution

Participants will explore multimodality through exposure to multimodal texts and resources and develop an understanding of the utility of multimodal and interactive textual experiences. Through activities and tasks designed to give learners an understanding of interactive texts, as well as the opportunity to make meaning with their peers through the use of small and whole group discussions students will form an understanding of how interactive texts support content learning and literacy. They will also learn to implement these strategies in their own instruction.

Goals

The first goal of this course is for learners to develop an understanding and appreciation for interactive and multimodal texts as well as an understanding of their implementation. Another goal is for learners to understand how interaction and multimodality affect literacy learning. This course also has the goal of learners understanding hoe multimodal and interactive texts develop and support content understanding, and how to use this as a resource in the classroom to support student understanding.

Analysis of the Learner and Context

The Learners

Learners will include preservice and inservice teachers in k-12 settings, and professions associated educational, and instructional fields. Learners will have a baseline level of instructional knowledge and understand the importance of literacy development as well as the importance of active reading strategies for learning. Learners will have experience taking courses online and self-pacing and assessing their learning process.

Instructional Context

The context for this instruction is an online mini course with self-paced instruction that can be accessed from anywhere with internet. The instruction can be accessed from either mobile devices or computers but the display options of the instructional materials favors the displays and orientation of traditional web browsers on computers. The course will make use of videos, readings, and other media that the learners must engage with at their own pace.

Performance-Based Objectives

After completing this course learners will be able to:

  • Demonstrate an understanding of interactive and multimodal texts through reading and writing
  • Evaluate the quality of interactive texts
  • Design instruction utilizing interactive text to support student content learning
  • Design instruction to support student literacy skills
  • Design instruction that teaches students how to interact with and create interactive texts
    • Evaluate and reflect on their incorporation of interactive and multimodal text in the design process and instruction
    • Analyze curriculum for opportunities to incorporate interactive texts
  • Engage in a learning community to aggregate and distribute interactive and multimodal resources
    • Evaluate resources created and curated by the online community
    • Create and share interactive texts and multimodal resources in an online learning community
    • Evaluate peer’s incorporation of interactive and multimodal text in the design process and and instruction

Curriculum Map

Revised Curriculum Map Valerie Sigl.jpg

References and Resources

Brown, S. (2016). Young Learners’ Transactions With Interactive Digital Texts Using E-Readers. Journal of Research in Childhood Education, 30(1), 42–56. https://doi.org/10.1080/02568543.2015.1105887

Aliagas, C., & Margallo, A. (2017). Children’s responses to the interactivity of storybook apps in family shared reading events involving the iPad. Literacy, 51(1), 44–52. https://doi.org/10.1111/lit.12089