A Multimodal Writing Framework to Promote Agency

Abstract

Digital and online-based writing practices are not a novel or emerging trend. However, multimodal writing instructional practices need more updated guidelines to support teachers in planning effective instruction. Recent research indicates low teacher efficacy scores related to online teaching during the COVID-19 pandemic. In response, this chapter details a multimodal writing framework to promote agency for K-12 instruction and provides guidelines for educators to effectively facilitate students in the multimodal writing process. The authors use the theory of multiliteracies, the theory of design knowledge, and personal digital inquiry to develop the framework's components. The result is a practical framework with practitioner-focused examples of writing projects. By leveraging multimodal writing, teachers can facilitate a higher capacity for writing instruction and personal agency than allowed by traditional methods.