This study was conducted in ninth- and tenth-grade classrooms with the goal of studying effective scaffolding for improving argumentative writing, both conventional and digital/multimodal.
The author conducted a formative experiment in two high-school classrooms to study ways teachers integrated forms of multimodal composition in their classrooms and provided associated scaffolding.
Findings regarding scaffolding included the embedding of scaffolding in the writing process to blend conventional and digital forms, the use of collaboration as a needed, though resisted, part of this scaffolding, and the consideration of digital tools that mediate students’ argumentative writing.
This study explored the implementation of a multimodal literacies intervention, providing empirical findings to a field that has remained largely theoretical.
