{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/109377"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/109377","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Multimodal meaning making and the doctoral dissertation – An exploration of academic forms","abstract":"This study investigates the inclusion and expansion of multimodal research in academic and dissertation writing, exploring how to overcome the challenges and obstacles encountered in the creation of multimodal doctoral dissertations in the field of education. The work starts by looking at multimodality in education in general – trying to understand what is multimodality and its application in the classroom. Next, I look more specifically at the literature related to the use of multimodality in academia and dissertation writing. The literature review reveals a lot of studies on the inclusion of multimodality in K-12 education, and a growing interest in the incorporation of multimodality in college composition classes. However, a gap exists with regards to multimodal scholarship and dissertation writing in particular. The number of successfully defended multimodal dissertations in the field of education is still quite limited and the obstacles preventing the production of multimodal academic work, will be discussed in the findings section of this study. The theoretical foundations of multimodality are explored, with the inclusion of key scholars and concepts that guide the field and drawing from Vygotsky's Sociocultural Theory of Cognitive Development and Freire's Critical Pedagogy. To gain a deeper understanding of the challenges and difficulties in producing a multimodal dissertation, a case study was conducted with four multimodal dissertations successfully defended in the last ten years in the humanities. Analysis of the interviews and additional university data were used to uncover the challenges and obstacles encountered by the study participants and help provide recommendations for future students who wish to produce a multimodal doctoral dissertation. This Dissertation can also be viewed at the website: https://www.soniaestima.com, where the reader can watch the embedded videos side-by-side with the text, without leaving the page.","abstract_html":"This study investigates the inclusion and expansion of multimodal research in academic and dissertation writing, exploring how to overcome the challenges and obstacles encountered in the creation of multimodal doctoral dissertations in the field of education. The work starts by looking at multimodality in education in general – trying to understand what is multimodality and its application in the classroom. Next, I look more specifically at the literature related to the use of multimodality in academia and dissertation writing. The literature review reveals a lot of studies on the inclusion of multimodality in K-12 education, and a growing interest in the incorporation of multimodality in college composition classes. However, a gap exists with regards to multimodal scholarship and dissertation writing in particular. The number of successfully defended multimodal dissertations in the field of education is still quite limited and the obstacles preventing the production of multimodal academic work, will be discussed in the findings section of this study. The theoretical foundations of multimodality are explored, with the inclusion of key scholars and concepts that guide the field and drawing from Vygotsky's Sociocultural Theory of Cognitive Development and Freire's Critical Pedagogy. To gain a deeper understanding of the challenges and difficulties in producing a multimodal dissertation, a case study was conducted with four multimodal dissertations successfully defended in the last ten years in the humanities. Analysis of the interviews and additional university data were used to uncover the challenges and obstacles encountered by the study participants and help provide recommendations for future students who wish to produce a multimodal doctoral dissertation. This Dissertation can also be viewed at the website: https://www.soniaestima.com, where the reader can watch the embedded videos side-by-side with the text, without leaving the page.","abstract_has_math":false,"creators":["Estima, Sonia"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Cope, William","Kalantzis, Mary","Pak, Yoon","Montebello, Matthew"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-03-05T21:38:01Z","date_published":"2021-03-05T21:38:01Z","updated_at":"2026-07-22T22:24:50Z","subjects":["multimodality","multimodal","multimodal meaning making","multimodal research","alternative dissertation","multimodal dissertation"],"languages":["en"],"rights":["Copyright 2020 Sonia Estima"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/109377","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cope, William","Kalantzis, Mary","Pak, Yoon","Montebello, Matthew"]},{"key":"dc:creator","label":"Author","values":["Estima, Sonia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-03-05T21:38:01Z","2020-11-23","2020-12"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["multimodality","multimodal","multimodal meaning making","multimodal research","alternative dissertation","multimodal dissertation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2020 Sonia Estima"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/109377"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study investigates the inclusion and expansion of multimodal research in academic and dissertation writing, exploring how to overcome the challenges and obstacles encountered in the creation of multimodal doctoral dissertations in the field of education. The work starts by looking at multimodality in education in general – trying to understand what is multimodality and its application in the classroom. Next, I look more specifically at the literature related to the use of multimodality in academia and dissertation writing. The literature review reveals a lot of studies on the inclusion of multimodality in K-12 education, and a growing interest in the incorporation of multimodality in college composition classes. However, a gap exists with regards to multimodal scholarship and dissertation writing in particular. The number of successfully defended multimodal dissertations in the field of education is still quite limited and the obstacles preventing the production of multimodal academic work, will be discussed in the findings section of this study. The theoretical foundations of multimodality are explored, with the inclusion of key scholars and concepts that guide the field and drawing from Vygotsky's Sociocultural Theory of Cognitive Development and Freire's Critical Pedagogy. To gain a deeper understanding of the challenges and difficulties in producing a multimodal dissertation, a case study was conducted with four multimodal dissertations successfully defended in the last ten years in the humanities. Analysis of the interviews and additional university data were used to uncover the challenges and obstacles encountered by the study participants and help provide recommendations for future students who wish to produce a multimodal doctoral dissertation. This Dissertation can also be viewed at the website: https://www.soniaestima.com, where the reader can watch the embedded videos side-by-side with the text, without leaving the page.","Submission original under an indefinite embargo labeled 'Open Access'. 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The theoretical foundations of multimodality are explored, with the inclusion of key scholars and concepts that guide the field and drawing from Vygotsky's Sociocultural Theory of Cognitive Development and Freire's Critical Pedagogy. To gain a deeper understanding of the challenges and difficulties in producing a multimodal dissertation, a case study was conducted with four multimodal dissertations successfully defended in the last ten years in the humanities. Analysis of the interviews and additional university data were used to uncover the challenges and obstacles encountered by the study participants and help provide recommendations for future students who wish to produce a multimodal doctoral dissertation. This Dissertation can also be viewed at the website: https://www.soniaestima.com, where the reader can watch the embedded videos side-by-side with the text, without leaving the page.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-03-04 without embargo terms","The student, Sonia Estima, accepted the attached license on 2020-11-20 at 21:20.","The student, Sonia Estima, submitted this Dissertation for approval on 2020-11-20 at 21:40.","This Dissertation was approved for publication on 2020-11-23 at 11:18.","DSpace SAF Submission Ingestion Package generated from Vireo submission #15928 on 2021-03-04 at 15:34:51","Made available in DSpace on 2021-03-05T21:38:01Z (GMT). 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