28th Annual Student Research Conference
The Effect of Instruction in Multimodal Text Evaluation on Students' Research and Evaluation Skills
Mary R. Chambers♦
Dr. Barbara Price, Dr. Rebecca Dierking, and Dr. Alanna Preussner, Faculty Mentors
Students are constant consumers of information, experienced in both printed and non-printed forms. With increased Internet access, students are increasingly exposed to information from non-print, often multimodal, sources. Just as students can be taught to evaluate print sources for accuracy and credibility, they can and should be taught to evaluate non-print sources. I proposed the following research question: how does instruction in multimodal text evaluation affect students' independent research and evaluation skills? I provided instruction in multimodal text evaluation to 87 seniors across five English honors classes in a Midwestern, suburban school. Each student researched a topic and wrote an annotated bibliography and a paper. I collected these as data and evaluated them based on rubrics my mentor used to evaluate last year's research project, comparing scores achieved this year to scores achieved last year. The data demonstrates how instruction in multimodal text evaluation affects students' research and evaluation skills.
Keywords: multimodal research project, multimodal text evaluation, non-print texts, multimodal texts, evaluation skills, research skills
Topic(s):English, Secondary MAE Research
Presentation Type: Oral Paper
Session: 308-5
Location: VH 1212
Time: 2:00