Learning science through generating multimodal digital explanations : Contributions to multimodality in educational practice

Communicational, technological, and cultural shifts within science have substantially impacted how scientific understanding is developed and communicated. Accordingly, science learners need to experience teaching and learning approaches that utilize a wide range of multimodal forms and representations to develop content knowledge and communications skills. ‘Blended media’, for example, provide opportunity for science learners to develop a range of important competencies while working with multimodal representational forms. Research in multimodality has yet to move into the complex learning space of studentgenerated digital explanations and we contribute to research in the field through this interdisciplinary work that examines the nature of knowledge building as university science students create multimodal digital products. In this research, we have gathered samples of digital products (n=60) created by science learners, interviewed creators and instructors, and conducted case studies to capture the creation process. We have also developed a series of analysis tools to map the field and frame a focused look into how learners use semiotic resources to create the digital media product and examine the effect of the process on the quality of students’ learning. This chapter introduces the project while bridging several research areas as we illustrate in our analyses. We draw from theoretical perspectives in science education, cognitive psychology, educational semiotics, and the sociology of education to understand meaning making processes. The chapter introduces our approaches to this interdisciplinary research and develops emerging theoretical and analytical insights as we theorize the learning processes involved in student-generated multimodal digital text creation.