Multimodal Becoming: Literacy in and Beyond the Classroom
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract The author explores the possibilities that posthumanist thinking offers for amplifying our understanding of multimodality in children's literacies in school and beyond. Drawing on data from a five‐month case study on the multimodal literacy practices of six fifth‐grade students across home, community, and school settings, the author focuses on one 10‐year‐old student. The author uses the student's engagement with graphic novels as a starting place for considering what students’ entanglements with multimodal literacies beyond the classroom can teach us about multimodality in classrooms. The author first discusses multimodality as it is typically framed and then puts this framing into conversation with posthumanist perspectives on literacy learning to open up considerations of what counts as multimodality. Finally, the author discusses ways that thinking with posthumanist concepts such as affect, embodiment, relationship, movement, and place can enhance both multimodal literacy instruction and students’ engagement with literacy.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it