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ERIC Number: ED669640
Record Type: Non-Journal
Publication Date: 2017
Pages: N/A
Abstractor: As Provided
ISBN: 978-1-4739-7283-4
ISSN: N/A
EISSN: N/A
Available Date: 2016-10-27
Researcher's Reflection: Multimodal Ethnography of Adolescent Literacy. Sage Research Methods Cases Part 2
Julie F. Schappe
Sage Research Methods Cases
In this case, I discuss my progression from ethnography toward multimodal ethnography as a necessary methodology to study multiliterate and multimodal lives. I view daily life, social interactions, and meaning-making practices as inherently multimodal. By multimodal, I mean that individuals continually read, interpret, and create meanings that necessitate integrating multiple modes (e.g. speaking, written word, images, gesture, and/or music). This designed combination of modes composes multimodal meaning for particular audiences. I show how I considered my research principles through literacy research needs in contemporary society and schools and the multimodal and traditional methods that I designed to conduct this inquiry. Furthermore, I discuss how multimodal ethnography influenced researcher and participant relationships, roles, and the need to position participants as co-constructors of data analyses and interpretations when incorporating complex multimodal compositions. I provide examples from my recent multimodal ethnography of adolescent literacy to illustrate research practicalities, methods design, data collection, and data analysis. I also discuss lessons I learned related to the challenges of project scope, research relationships, and writing about long-term inquiries. [This content is provided in the format of an e-book.]
Sage Research Methods Cases. 2455 Teller Road Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; Web site: https://methods-sagepub-com.bibliotheek.ehb.be/Cases
Publication Type: Books; Non-Print Media; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A