{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/79923"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/79923","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"It's All Fun and Games Until It’s Actually Learning: Effective New Literacies Pedagogy with Alignment to the Common Core Standards in Support of Student Learning and Achievement","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Grandits, Denise"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Bruce, David","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-07-30T15:11:07Z","date_published":"2019-07-30T15:11:07Z","updated_at":"2026-07-27T19:05:21Z","subjects":["education"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/79923","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bruce, David","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Grandits, Denise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-07-30T15:11:07Z","2019","2019-05-13 12:20:36"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/79923"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","This teacher research study utilized a multiple case study approach to explore how 7th grade students in three concurrent ELA settings perceived teaching and learning in classroom environments with varying degree of new literacies implementation. Students were studied in a supplemental ELA class known as TEAM time and during their voluntary participation in a digital video club after school. Students’ experiences in their traditional ELA class with limited work in new literacies was used as a point of comparison. The study also explored students’ perception of how the multimodal work in a new literacies classroom met the demands of the New York State Common Core Standards and examined how student achievement was impacted as a result. Research in new literacies has found high levels of student engagement and motivation. However, very few studies have explored how multimodal literacy in new literacies pedagogy aligns with the New York State Common Core Standards or the impact it has on student achievement on standardized assessments and measures of student growth. Research questions for this study included (1) How do students describe their learning experiences with multimodal texts? (2) How do students describe their learning experiences with traditional print literacy? (3) In what ways, if any, does student work with new literacies align with grade level learning standards? and, (4) In what ways, if any, do students’ experiences with multimodal texts influence their traditional views of print literacy? As a multiple case study (i.e., Creswell, 2007; Efron & Ravid, 2013), data were collected over the second half of a school year for six months in an enrichment ELA period (known as TEAM time) and during a digital video club after school and were rich and varied."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["It's All Fun and Games Until It’s Actually Learning: Effective New Literacies Pedagogy with Alignment to the Common Core Standards in Support of Student Learning and Achievement"]}]}],"canonical_facts":{"dc:contributor":["Bruce, David","Learning and Instruction"],"dc:creator":["Grandits, Denise"],"dc:date":["2019-07-30T15:11:07Z","2019","2019-05-13 12:20:36"],"dc:description":["Ph.D.","This teacher research study utilized a multiple case study approach to explore how 7th grade students in three concurrent ELA settings perceived teaching and learning in classroom environments with varying degree of new literacies implementation. Students were studied in a supplemental ELA class known as TEAM time and during their voluntary participation in a digital video club after school. Students’ experiences in their traditional ELA class with limited work in new literacies was used as a point of comparison. The study also explored students’ perception of how the multimodal work in a new literacies classroom met the demands of the New York State Common Core Standards and examined how student achievement was impacted as a result. Research in new literacies has found high levels of student engagement and motivation. However, very few studies have explored how multimodal literacy in new literacies pedagogy aligns with the New York State Common Core Standards or the impact it has on student achievement on standardized assessments and measures of student growth. Research questions for this study included (1) How do students describe their learning experiences with multimodal texts? (2) How do students describe their learning experiences with traditional print literacy? (3) In what ways, if any, does student work with new literacies align with grade level learning standards? and, (4) In what ways, if any, do students’ experiences with multimodal texts influence their traditional views of print literacy? As a multiple case study (i.e., Creswell, 2007; Efron & Ravid, 2013), data were collected over the second half of a school year for six months in an enrichment ELA period (known as TEAM time) and during a digital video club after school and were rich and varied."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/79923"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["education"],"dc:title":["It's All Fun and Games Until It’s Actually Learning: Effective New Literacies Pedagogy with Alignment to the Common Core Standards in Support of Student Learning and Achievement"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:21Z"}