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Shiyan Jiang, Blaine Smith, and Ji Shen abstract

Page history last edited by Richard Beach 1 year, 9 months ago

This chapter details Project Imagine the Future (Project IF) where middle school students employed multiple modes to create creative digital narratives that addressed climate change. In particular, we integrated a scaffolded learner-center approach to empower student voice by offering multiple elements of choice (Jiang et al., 2019; Smith, 2017; Smith et al., 2019; 2021). While composing, students took on disciplinary roles of their choice (e.g., designer, scientist, and writer) and worked collaboratively in small groups to create their multimodal science fiction stories. Students engaged in composing with a variety of digital tools and modes to create multilayered digital narratives, including comics, animations, infographics, videos, and images. In their science fiction productions, students were required to propose a creative solution to issues of choices related to climate change. This compositional flexibility was embedded to encourage, engage, and empower students’ voices and support the free expression of perspectives towards addressing the climate crisis and how it connects to their current and future lives. 

     We will present findings from a qualitative analysis of student-generated digital multimodal artifacts, video recordings of workshop sessions, and group-based semi-structured interviews. Our analysis focused on examining how students navigated various choices (e.g., choice of climate crisis effects such as residential flooding) that contributed to their understanding of climate change indicators, impacts made by such changes, and proposing solutions. In this chapter, we will discuss implications for implementing a learner-centered approach to teaching climate change in English Language Arts classrooms and provide scaffolding strategies for adapting similar projects in a variety of classroom contexts.

 

 

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