Introduction
Being a primary school teacher is a challenging but rewarding career. There are so many tasks that need to be done in a day and with an ever changing world and curriculum, it can be hard to keep up. It is important for teachers to keep up with the current trends and ideas relating to teaching in order to give their students that best start to their education.
Over the past few decades, technological developments have changed the fundamental learning paradigm for literacy. This has led to existing curriculum and assessment policies rapidly improving as a way of increasing student success and performance (Walsh, 2009).
The use of multimodal literacies is now a common occurrence in the primary classroom as a way for teachers to effectively combat the issue of a diverse learning styles within their group. It takes into account that each and every student develops and learns in different ways and that these requirements need to be catered for to ensure that each student is given the best opportunity possible to learn. It also aids in teaching students with learning disabilities, those from low socio-economic status and those with limited English language skills.
Over the past few decades, technological developments have changed the fundamental learning paradigm for literacy. This has led to existing curriculum and assessment policies rapidly improving as a way of increasing student success and performance (Walsh, 2009).
The use of multimodal literacies is now a common occurrence in the primary classroom as a way for teachers to effectively combat the issue of a diverse learning styles within their group. It takes into account that each and every student develops and learns in different ways and that these requirements need to be catered for to ensure that each student is given the best opportunity possible to learn. It also aids in teaching students with learning disabilities, those from low socio-economic status and those with limited English language skills.
The above video illustrates the how multimodal texts benefit children, especially those with learning disabilities, a low socio-economic status and minimal English language skills.
What is Multimodal Literacy?
Multimodal literacy refers to the meaning-making that occurs
during the reading, viewing, processing, understanding, responding to and producing
of multimodal texts’ (Kress & Jewitt, 2003). Readers are able to interact
with various modes including print, image, movement, graphics, animation,
sound, music and gesture (Walsh, 2009) in order to gain meaning. These texts
also incorporate a range of signs/ symbols called semiotic systems (see image
below).
Multimodal texts can come in the form of websites, blogs, apps/games, online books/newspapers and social media as they all contain more than one mode. Linking back to the topic of diverse learning styles, different texts cater for the needs of students better than others. Some students require a more visual approach in order for them to learn. They may require texts alongside images, diagrams and animations in order for them to gain meaning and grasp concepts. Picture books, websites and blogs are all examples of multimodal texts that could be used by students with visual learning styles.
On the other hand, some students have a more verbal-linguistic learning style that requires words, both in speech and in writing, in order for them to gain an understanding (Walsh, 2009). They may benefit more from audio or videos alongside written text as a way for them to create meaning. Websites and apps are examples of multimodal texts that can be used by verbal learners.
Overall, due to the vast range of multimodal texts available, it is very easy to ensure that all students are catered for.
Multimodal texts can come in the form of websites, blogs, apps/games, online books/newspapers and social media as they all contain more than one mode. Linking back to the topic of diverse learning styles, different texts cater for the needs of students better than others. Some students require a more visual approach in order for them to learn. They may require texts alongside images, diagrams and animations in order for them to gain meaning and grasp concepts. Picture books, websites and blogs are all examples of multimodal texts that could be used by students with visual learning styles.
On the other hand, some students have a more verbal-linguistic learning style that requires words, both in speech and in writing, in order for them to gain an understanding (Walsh, 2009). They may benefit more from audio or videos alongside written text as a way for them to create meaning. Websites and apps are examples of multimodal texts that can be used by verbal learners.
Overall, due to the vast range of multimodal texts available, it is very easy to ensure that all students are catered for.
The above image is an example of a multimodal text. It is a website containing information about endangered species and incorporates print, images and videos as a way of creating meaning.
There are 5 different semiotic systems (as listed above)
Examples for Teachers
Incorporating multimodal texts into the classroom is an easy
task, providing that schools have access to the right resources and that
teachers have the effective skills in order to teach with these resources.
Some schools with higher levels of funding feature a range of technological devices in classrooms including Smartboards, iPads/tablets, computers, televisions and other educational devices. This is great when it comes to incorporating multimodal literacies as teachers and students can easily access an extensive range of resources to suit their needs and requirements in the classroom.
Schools with lesser funding may struggle when it comes to accessing technology, but there are ways around this. Multimodality isn’t all about technology. It involves meaning-making though a range of modes, therefore books with images, graphs and diagrams are still classified as multimodal as they contain elements other than print. Below are a range of simple activities and multimodal texts that teachers can incorporate into their classrooms.
Some schools with higher levels of funding feature a range of technological devices in classrooms including Smartboards, iPads/tablets, computers, televisions and other educational devices. This is great when it comes to incorporating multimodal literacies as teachers and students can easily access an extensive range of resources to suit their needs and requirements in the classroom.
Schools with lesser funding may struggle when it comes to accessing technology, but there are ways around this. Multimodality isn’t all about technology. It involves meaning-making though a range of modes, therefore books with images, graphs and diagrams are still classified as multimodal as they contain elements other than print. Below are a range of simple activities and multimodal texts that teachers can incorporate into their classrooms.
IPads/e-Readers/ Smartboards: These are great pieces of
technology that some schools are luckier enough to have in their classrooms.
There are a range of activities that students can access that incorporate
different semiotic systems that add to the students understanding of content.
Students can use a range of apps available to them, they can read pdf’s, access
online books and videos, access websites and a range of other digital texts.
The above example is of an educational game called Choose It! Literacy. It incorporates a range of small interactive activities that children can play relating to literacy areas including reading, writing, spelling and grammar. This game can be
The above example is of an educational game called Choose It! Literacy. It incorporates a range of small interactive activities that children can play relating to literacy areas including reading, writing, spelling and grammar. This game can be
Websites: These are great examples of multimodal texts as
they contain a range of modes including text, images and videos and the five semiotic
systems including linguistic, visual, auditory, gestural and spatial. Websites
make it easy for students to access information quickly and easily and the
different modes allow students to create meaning easily too.
The above examples include a website called Studyladder that features a range of literacy activities. They involve text, images, sound and many other modes of communication.
The other example is of another website about Cats. It features images, text, audio, maps and videos as modes of communication. This is a particularly good example of a multimodal literacy as it incorporates many methods that children with diverse learning styles can relate to. It creates meaning in many ways.
The above examples include a website called Studyladder that features a range of literacy activities. They involve text, images, sound and many other modes of communication.
The other example is of another website about Cats. It features images, text, audio, maps and videos as modes of communication. This is a particularly good example of a multimodal literacy as it incorporates many methods that children with diverse learning styles can relate to. It creates meaning in many ways.
Watching videos: Youtube is a great source of videos that children can watch in order for them to gain an understanding. They incorporate sound, images and text in order to make meaning.
The above image is of a Youtube video about spelling. Youtube videos are easy to access and break away from the more traditional methods of learning which can be dull and boring for students.
The above image is of a Youtube video about spelling. Youtube videos are easy to access and break away from the more traditional methods of learning which can be dull and boring for students.
Creation of School Blogs: Creating your own school or class blogs is another great idea to incorporate multiomodal texts into the classroom. Students can be taught how to create their own blog and they can post about topics they are learning in class, events or even their home life. It is a great way for teachers and students to connect with one another, but also allows students to create meaning of their own through the use of text, images, diagrams, maps, videos, audio and many other modes. This will illustrate to the teacher how each individual learns and understands through the way that they create meaning themselves.
The above is an example of a student blog. The teachers had set tasks for the students and they were required to create a blog post, either text, video or sound, and present it on their blog for assessment.
The above is an example of a student blog. The teachers had set tasks for the students and they were required to create a blog post, either text, video or sound, and present it on their blog for assessment.
Research into Multimodality
Several studies in recent years, including work by Bearne
(2003), Callow and Zammit (2002) and Walsh (2006), have investigated the
importance of digital technology and its development throughout the years. Teacher’s knowledge of how to use multimodal
texts and how to develop multimodal learning environments to enhance student
learning is a crucial component of these studies (Walsh, 2009).
Bearne (2003) completed a study which examined students’ production of their own multimodal texts which was useful in illustrating how these types of texts should be incorporated into the literacy curriculum. Callow and Zammitt (2002) and Walsh (2006) examined the different types of reading needed for multimodal texts which provided an insight into how teachers can effectively teach using multimodal texts. Several ongoing studies are providing insight into the way the literacy curriculum needs be reframed for new modes of communication (Walsh, 2009)
Overall, it is beneficial for students to be able access such texts and for the teacher to effectively be able to utilise and incorporate them into the classroom as a method of teaching. They can easily cater for the needs of different students and also change the way in which curriculum content is delivered and absorbed in the classroom.
Bearne (2003) completed a study which examined students’ production of their own multimodal texts which was useful in illustrating how these types of texts should be incorporated into the literacy curriculum. Callow and Zammitt (2002) and Walsh (2006) examined the different types of reading needed for multimodal texts which provided an insight into how teachers can effectively teach using multimodal texts. Several ongoing studies are providing insight into the way the literacy curriculum needs be reframed for new modes of communication (Walsh, 2009)
Overall, it is beneficial for students to be able access such texts and for the teacher to effectively be able to utilise and incorporate them into the classroom as a method of teaching. They can easily cater for the needs of different students and also change the way in which curriculum content is delivered and absorbed in the classroom.
References
Peer Reviewed
Journals
Unsworth, L. (2003). Re-framing research and literacy relating to CD ROM narratives: Addressing ‘radical change’ in digital age literature for children. Issues in Educational Research, 13(2), 55-70.
Walsh, M. (2009). Pedagogic Potentials of Multimodal Literacy. Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges. 2(1), 32-47. doi:10.4018/978-1-60566-120-9
Books
Kress, G. and Van Leeuwen, T. (2001) Multimodal Discourse. London: Routledge.
Kress, G. & Jewitt, C. (Eds.) (2003) Multimodal Literacy. New York: Peter Lang.
Cope, B. & Kalantzis, M. (2000). Multiliteracies: Literacy Learning and the Design of Social Futures. Melbourne, Australia: Macmillan.
Lankshear, C. and Knobel, M. (2003) New Literacies Changing Knowledge and Classroom Learning. Buckingham, UK: Open University Press.
Class Readings
Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian Journal of Language and Literacy, 33(3), 211-229.
Anstey, M. & Bull, G. (2006). Teaching and Learning Multiliteracies: Changing times, changing literacies. Newark: International Reading Association.
Green, B. & Beavis, C. (2012). Literacy in 3D: An integrated perspective in theory and practice. Australia: ACER Press
Websites
Learning-styles-online.org (2015). Learning Styles Overview. Retrieved from http://www.learning-styles-online.com/overview/
Flewitt, R. & Wolfe, S. (2015). Multimodal Literacies in the Early Years. Retrieved from http://www.open.ac.uk/blogs/multimodalliteracies/
Open University (2015). Multimodal Meaning Making. Retrieved from http://www.open.ac.uk/postgraduate/research-degrees/topic/multimodal-meaning-making
Copyright Agency (2013). Green’s 3D Model of Literacy. Retrieved from http://readingaustralia.com.au/Secondary/BushStudies/TeacherResource/Greens3DModelofLiteracy.aspx
Tutorial Notes
Quick, J. (2015). Week 2: Multimodality [Powerpoint Slides]. Retrieved from http://moodle.vle.monash.edu/course/view.php?id=20602
Quick, J. (2015). Week 4: Reading New Texts [Powerpoint Slides]. Retrieved from http://moodle.vle.monash.edu/course/view.php?id=20602
Images
STEAM Enrichment (2015). Video Gaming and Programming [Image]. Retrieved from http://www.youthtechnologylc.com/videogame.html
World Wildlife Fund (2015). Rhino Overview [Screenshot]. Retrieved from https://www.worldwildlife.org/species/rhino
Apple Inc. (2015). Choose It! Literacy [Image]. Retrieved from https://itunes.apple.com/au/app/chooseit!-literacy/id540683334?mt=8
National Geographic (2015). Domestic Cat [Screenshot]. Retrieved from http://animals.nationalgeographic.com.au/animals/mammals/domestic-cat/
Study Ladder (2015). Overview [Screenshot]. Retrieved from https://www.studyladder.com.au/
Videos
juju75251. (2013, June 9). Multimodal Literacy for Marginalized Learners [Video file]. Retrieved from https://www.youtube.com/watch?v=7mYNGbyhOUI
Kids Educational Games. (2014, June 8). Learn the spelling with Dora! Alphabet Songs ABC, Nursery Rhymes, Kids Songs, New HD [Video file]. Retrieved from https://www.youtube.com/watch?v=oMYO9Pgb2zA
Unsworth, L. (2003). Re-framing research and literacy relating to CD ROM narratives: Addressing ‘radical change’ in digital age literature for children. Issues in Educational Research, 13(2), 55-70.
Walsh, M. (2009). Pedagogic Potentials of Multimodal Literacy. Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges. 2(1), 32-47. doi:10.4018/978-1-60566-120-9
Books
Kress, G. and Van Leeuwen, T. (2001) Multimodal Discourse. London: Routledge.
Kress, G. & Jewitt, C. (Eds.) (2003) Multimodal Literacy. New York: Peter Lang.
Cope, B. & Kalantzis, M. (2000). Multiliteracies: Literacy Learning and the Design of Social Futures. Melbourne, Australia: Macmillan.
Lankshear, C. and Knobel, M. (2003) New Literacies Changing Knowledge and Classroom Learning. Buckingham, UK: Open University Press.
Class Readings
Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice? Australian Journal of Language and Literacy, 33(3), 211-229.
Anstey, M. & Bull, G. (2006). Teaching and Learning Multiliteracies: Changing times, changing literacies. Newark: International Reading Association.
Green, B. & Beavis, C. (2012). Literacy in 3D: An integrated perspective in theory and practice. Australia: ACER Press
Websites
Learning-styles-online.org (2015). Learning Styles Overview. Retrieved from http://www.learning-styles-online.com/overview/
Flewitt, R. & Wolfe, S. (2015). Multimodal Literacies in the Early Years. Retrieved from http://www.open.ac.uk/blogs/multimodalliteracies/
Open University (2015). Multimodal Meaning Making. Retrieved from http://www.open.ac.uk/postgraduate/research-degrees/topic/multimodal-meaning-making
Copyright Agency (2013). Green’s 3D Model of Literacy. Retrieved from http://readingaustralia.com.au/Secondary/BushStudies/TeacherResource/Greens3DModelofLiteracy.aspx
Tutorial Notes
Quick, J. (2015). Week 2: Multimodality [Powerpoint Slides]. Retrieved from http://moodle.vle.monash.edu/course/view.php?id=20602
Quick, J. (2015). Week 4: Reading New Texts [Powerpoint Slides]. Retrieved from http://moodle.vle.monash.edu/course/view.php?id=20602
Images
STEAM Enrichment (2015). Video Gaming and Programming [Image]. Retrieved from http://www.youthtechnologylc.com/videogame.html
World Wildlife Fund (2015). Rhino Overview [Screenshot]. Retrieved from https://www.worldwildlife.org/species/rhino
Apple Inc. (2015). Choose It! Literacy [Image]. Retrieved from https://itunes.apple.com/au/app/chooseit!-literacy/id540683334?mt=8
National Geographic (2015). Domestic Cat [Screenshot]. Retrieved from http://animals.nationalgeographic.com.au/animals/mammals/domestic-cat/
Study Ladder (2015). Overview [Screenshot]. Retrieved from https://www.studyladder.com.au/
Videos
juju75251. (2013, June 9). Multimodal Literacy for Marginalized Learners [Video file]. Retrieved from https://www.youtube.com/watch?v=7mYNGbyhOUI
Kids Educational Games. (2014, June 8). Learn the spelling with Dora! Alphabet Songs ABC, Nursery Rhymes, Kids Songs, New HD [Video file]. Retrieved from https://www.youtube.com/watch?v=oMYO9Pgb2zA