Multimodal adult learning through arts-based organisations - Multimodal adult learning research article

Oct 15, 2026

Uploaded by Elsa

Multimodal adult learning through arts-based organisations examines arts-based adult education organizations involved in dance, music, drama, and visual arts, framed by a multiliteracies theoretical perspective. The study uses Carey Jewitt’s four tenets to structure its analysis of findings and discussion, applying multiple case studies and constructivist grounded theory as its methodology. Evidence shows arts-based approaches strengthen adult educators’ work by enabling inclusive pedagogy, active citizenship, and engagement for adult learners within community-based settings.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Literature review

Methodology and framework

Findings and discussion

Australian Journal of Adult Learning Volume 64, Number 1, April 2024 Multimodal adult learning through arts-based organisations Susan M. Holloway University of Windsor, Canada Patricia A. Gouthro Mount Saint Vincent University , Canada Funded by the Social Sciences and Research Council of Canada (SSHRC) grant, this national study examines arts-based adult education organizations involved in dance, music, drama, and visual arts with a philosophical perspective aligned with a multiliteracies theoretical framework. Multiliteracies considers how cultural and linguistic diversity must be fostered to encourage adults to thrive in all learning environments and recognizes that multimodality providesan expanded way to engage in literacy practices. Utilizing Carey Jewitt’s four theoretical tenets to characterize multimodality serves to structure the analytical framework for the ¿ndings and discussion of this paper. Multiple case studies and constructivist grounded theory were used for the methodology. Some of the sites discussed in this paper include an art gallery; an immigration museum; and a chamber music organization that ŏers interactive performances. Participants included adult educators and learners who had options around face- Multimodal adult learning through arts-based organisations 13 to-face interviews; observations; document analysis of lesson plans or exemplars; or secondary data analysis of original ¿lm footage shot in these spaces. This research has found that arts-based approaches can infuse the work of adult educators to engage adult learners in inclusive pedagogy and active citizenship. Keywords: adult education, arts-based learning, multiliteracies, multimodality, inclusion and citizenship, community-based learning Hearing the silence of the world, the failure of the world to announce meaning, we tell stories. Robert Kroetsch, 1989, p. 64 Introduction Stories help us to make sense of the world. Our narratives can come from many different sources and are found in a broad range of artistic forms that can fuel the imaginative responses of adult learners to the broader world. Funded by a Social Sciences and Research Council of Canada (SSHRC) grant, this national study included multiple case studies of arts-based adult education organisations involved in dance, music, drama, and visual arts with a philosophical perspective aligned with a multiliteracies theoretical framework. Multiliteracies consider how cultural and linguistic diversity must be fostered to encourage adults to thrive in all learning environments and recognize that multimodality provides an expanded way to engage in creative literacy practices. The paper begins with an assessment of the value of using arts-based learning in adult education contexts to foster literacy, citizenship, and inclusion, provides a short discussion of the theoretical framework, and then overviews the research study. Constructivist grounded theory ZDV XVHG IRU WKH PHWKRGRORJ\􀀑 7KH ¿QGLQJV DQG GLVFXVVLRQ VHFWLRQ KDV been structured using Carey Jewitt's (2017) four theoretical tenets to characterize multimodality. This research study represents empirical ¿QGLQJV IURP WZR SURYLQFHV ZLWKLQ WKH &DQDGLDQ FRQWH[W􀀑 7KH LQVLJKWV 14 Susan M. Holloway and Patricia A. Gouthro are transferable to other global contexts in posing questions about how to build capacities for democratic and inclusive approaches to learning literacy. Literature review Arts-based approaches can delve into challenging issues such as inequities or discrimination to foster learning and to create opportunities for adult learning within civil society. Butterwick and Selman (2020) argue that participatory arts maybe used “as a way of contributing to community ownership, inclusive critical analysis, coalition, and resilience”(p. 35). Similarly, Brann-Barrett’s (2011) work with young adults using photo narratives explores issues of identity and citizenship engagement in poorer, rural communit

FAQs

What theoretical framework guides the study on multimodal adult learning?

The study aligns with a multiliteracies theoretical framework and uses Carey Jewitt’s four tenets to characterize multimodality.

How was the research conducted?

It used multiple case studies and constructivist grounded theory, supported by methods such as interviews, observations, document analysis, and secondary analysis of original film footage.

What does the research suggest about arts-based approaches for adult learning?

Arts-based approaches can enable inclusive pedagogy and help adult educators engage adult learners in active citizenship and community-based learning.

Oct 15, 2026

Uploaded by Elsa