This study examined adolescents’ perspectives on their multimodal composing goals and designs when creating digital projects in the context of an English Language Arts class. Sociocultural and social semiotics theoretical frameworks were integrated to understand six 12th grade students’ viewpoints when composing three multimodal products—a website, hypertext literary analysis, and podcast—in response to a well-known literary text. Data sources included screen capture and video observations, design interviews, written reflections, and multimodal products. Findings revealed how adolescents concurrently composed for multiple purposes and audiences during the literature analysis unit. In particular, students viewed projects as a platform to emotionally affect and entertain a broader audience, as well as a conduit through which they could represent themselves as composers. Emphasis was placed on creating cohesive compositions—ranging from close modal matching to building meaning at a thematic level and creating a multisensory experience indicative of the novel’s narrative world. These findings contribute a multidimensional understanding of adolescents’ various and interacting multimodal composing goals and have implications for leveraging modal affordances in the classroom.

中文翻译：

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为情感，受众和身份作曲：对青少年多模式作曲目标和设计的多维理解

这项研究检查了青少年在英语艺术课的背景下创建数字项目时对他们的多模式组成目标和设计的看法。结合了社会文化和社会符号学理论框架，以便在对三种著名的文学文本做出回应时，构成网站，超文本文学分析和播客这三种多模式产品时，可以理解六个十二年级学生的观点。数据来源包括屏幕捕获和视频观察，设计访谈，书面思考和多模式产品。调查结果显示，在文献分析部门中，青少年是如何同时出于多种目的和受众而组成的。尤其是，学生们将项目视为情感上影响和吸引更多受众的平台，以及他们可以代表作曲家的渠道。重点放在创建有凝聚力的作品上—从紧密的模态匹配到主题意义上的建筑意义，以及创造表明小说叙事世界的多感官体验。这些发现有助于对青少年的各种相互作用的多模式构成目标有一个多维的理解，并且对在课堂上利用模式提供能力有影响。