Multimodality, Multiple Intelligences, and Engagement in the English Classroom
Major
English – Literature
Second Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Start Date
4-12-2025 11:15 AM
End Date
4-12-2025 12:15 PM
Abstract
Multimodality assessment in English Language Arts consists of audio, visual, and kinesthetic reading and analysis of literature and text (Lenter, 2018). Multimodal work is not limited to these types of learning, however, as detailed by Howard Gardner’s Multiple Intelligence Theory (1983). This theory outlines the idea that students are not limited to one way of learning, and engaging different senses and interests helps their retention of knowledge. Using existing knowledge of formative and summative assessments, as well as of this theory as it applies to day to day English education, a classroom research was conducted that allowed students to show their literacy and comprehension skills through multimodal projects and stories written in a Creative Writing course. Students were able to choose the modality in which they wanted to tell their narratives, and they also reflected on how this autonomy impacted their understanding, as well as their engagement with the content. This study concludes that students become more engaged with literature and text when given autonomy over their assessments, and when they are given the option to submit work in a different modality. Additionally, student literacy and comprehension is improved when exposed to multimodal texts in the classroom. These findings prove that providing students with choice and autonomy over their literature encourages them to seek out their own education, and it teaches them to think critically about the things they read in and out of the classroom.
Multimodality, Multiple Intelligences, and Engagement in the English Classroom
CNS Atrium
Multimodality assessment in English Language Arts consists of audio, visual, and kinesthetic reading and analysis of literature and text (Lenter, 2018). Multimodal work is not limited to these types of learning, however, as detailed by Howard Gardner’s Multiple Intelligence Theory (1983). This theory outlines the idea that students are not limited to one way of learning, and engaging different senses and interests helps their retention of knowledge. Using existing knowledge of formative and summative assessments, as well as of this theory as it applies to day to day English education, a classroom research was conducted that allowed students to show their literacy and comprehension skills through multimodal projects and stories written in a Creative Writing course. Students were able to choose the modality in which they wanted to tell their narratives, and they also reflected on how this autonomy impacted their understanding, as well as their engagement with the content. This study concludes that students become more engaged with literature and text when given autonomy over their assessments, and when they are given the option to submit work in a different modality. Additionally, student literacy and comprehension is improved when exposed to multimodal texts in the classroom. These findings prove that providing students with choice and autonomy over their literature encourages them to seek out their own education, and it teaches them to think critically about the things they read in and out of the classroom.