Impact of information literacy and discourse synthesis strategy use on multimodal information-based integrated writing among secondary school students

Abstract

Integrating multimodal information in writing has become a key competency in the information society. Based on the information-based model of academic writing (IBAW), the present study explores the impact of information literacy and discourse synthesis strategy use on multimodal information-based integrated writing (MIIW). The participants, 223 secondary school students from mainland China, completed an MIIW task involving multiple modes (videos, news articles, papers, and forum discussions presented on a thematic website) and filled out questionnaires measuring information literacy and discourse synthesis strategy use. Structural equation modeling analyses revealed that information literacy significantly impacts three key discourse synthesis strategies: selection, organization, and connection. Furthermore, the organization and connection strategies fully mediate the relationship between information literacy and MIIW performance. Pedagogical implications based on the findings are offered. 在当今信息社会中, 整合多模态信息的写作能力已成为关键素养。基于信息型学术写作模型(Information-Based Model of Academic Writing, IBAW), 本研究探讨了信息素养与语篇综合策略使用对多模态信息综合写作(Multimodal Information-Based Integrated Writing, MIIW)的影响。研究对象为来自中国大陆的223名高中学生, 他们完成了一项综合写作任务, 需整合多模态信息, 包括动态视觉/听觉内容(如视频)、静态书面文本、图表数据及交互元素(如超链接导航与可滚动评论)。此外, 学生填写了信息素养与语篇综合策略使用问卷。结构方程模型(SEM)分析结果显示, 信息素养对选择、组织与联结三种关键语篇综合策略均具有显著影响;进一步分析表明, 组织策略与联结策略在信息素养与多模态信息综合写作表现之间起完全中介作用。最后, 研究基于上述发现提出了相应的教学启示。