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“To Be, or Not to Be”: Modernizing Shakespeare With Multimodal Learning Stations
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Journal Article
“To Be, or Not to Be”: Modernizing Shakespeare With Multimodal Learning Stations
2020
Overview
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.
Publisher
Wiley-Blackwell,Blackwell Publishing Ltd
Subject
/ Grade 8
/ Instructional strategies; methods, and materials
/ Instructional technology < Strategies, methods, and materials
/ Internet
/ Learning
/ Literacy
/ New literacies < Digital/media literacies
/ Popular culture < Digital/media literacies
/ Shakespeare, William (1564-1616)
/ Specific media (hypertext, Internet, film, music, etc.) < Digital/media literacies
/ Strategies, methods, and materials
/ teacher research < Research methodology
/ Teachers
/ Teaching
