Students as digital multimodal text designers: A study of resources, affordances, and experiences

Abstract This paper addresses how students design multimodal digital text when making stories in school. Drawing on the perspective of ‘multiliteracies’, analysis video recordings was used to understand data. Findings revealed that (a) requires particular and modal text‐making skills knowledge, such as knowledge photography, film, film editing, image searching, audio recording; (b) students' prior crucial for mastering affordances offered stories; (c) texts school offers increased opportunities perform succeed making. These findings point need schools offer education makes it possible all gain master needed contemporary Such goes beyond practices paper‐based text, borders other disciplines art technology. Practitioner notes What is already known about this topic Text 21st century entails working various modes, images, writing, video, often performed with resources. Today's must be competent designing are commonly associated technology multimedia. Students' choices creating influenced by experiences obtained outside adds provides examples differing prerequisites a story. insights into necessary become makers. Multimodal activities Implications practice and/or policy The results study have implications literacy well what included curriculum. intends reduce inequalities concerning texts, examines experiences, possess upon entering classroom. Classroom‐based instruction creation can bridge gap between student's informal formal at help close divide among students.