But what do YOU mean? A multiple case study of the semiotic demands and supports in elementary classroom curricula

Citation

Cooper E (2017) But what do YOU mean? A multiple case study of the semiotic demands and supports in elementary classroom curricula. Canadian Society for Studies in Education (CSSE) Conference 2017, Toronto, Canada, 27.05.2017-31.05.2017. http://app.core-apps.com/csse2017-scee2017/event/017bf75ab5772a7455801c056088dad8?

Abstract
Evidence to support multimodal pedagogy that considers how modes vary across disciplines, as constructed by the teacher and the student, is limited. This is potentially problematic when considering the type of connection that could arise between facilitation of modes by the educator to the semiotic demands (expressive and receptive meaning making expectations) placed on students through the various modes that they use or expect students to use. As such, how these resources are employed across disciplines, and in what combinations are necessary to study further to expand communication options. This doctoral thesis study investigates multiple cases of the semiotic demands placed on elementary students across the disciplines of Language Arts, Mathematics, and Social Sciences. Using data collected from three elementary teacher participants via interviews, assessment examples, ethnographic methods, and audio recordings which are analysed using multimodal analysis (Jewitt, 2009), the study will work to create new knowledge about how teachers can foster inclusive classrooms where all students are supported to make meaning across the curriculum. The results of this study may be used to support educators to recognize the semiotic demands they and the classroom curriculum place on students and to match instruction and assessment to these demands.