inquiry research TEKS talk image

Knowledge and Skills Statement

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

Make observations and provide feedback for each mode of delivery (written, oral, multimodal) to assess students’ presentations. These might include indicators such as the following:

  • Writing: The text structure matches the message being presented.
  • Oral: The student’s voice/intonation contributes to the tone/message intended.
  • Multimodal: The student selected a format that appropriately presents information, such as an infographic, an advertisement, or a video.

Challenge students with effectively explaining why their chosen mode of delivery works for their presentation.
 

Further Explanation

In this final step of the inquiry and research processes, students share the results of their inquiry. They identify the most effective way to communicate the results of their research with others. They may present their findings in a written format such as a report or in an oral presentation such as a speech or debate or they may opt to share the results of their research in a multimodal presentation which would include a combination of writing, sound, still images, or moving images.

formal reference to a research source acknowledging a person/author or work as a source of information
the strategic integration of two or more modes of communication to create meaning, including written and spoken texts, images, gestures, music, digital texts and media, and live performances
The final step of the inquiry and research process calls for students to share the results of their inquiry. Students learn to identify the most effective way to communicate the results of their research to others. Students may present their findings in a written format, such as a report, or in an oral presentation, such as a speech or debate. Students may also opt to share the results of their research in a multimodal presentation which would include a combination of modes, such as writing, sound, still images, or moving images.

Research

Harris, A. (2011). How effective are print-based comprehension models for reading and assessing multimodal texts? Literacy Learning: The Middle Years, 19(3),19–32.

Summary: Harris' study compares the impact that print-based models have on multimodal texts. The study revealed that some elements were very difficult to transfer. Multimodal texts seem to be more demanding than print-based text; however, some strategies can be applied to both.