Blog
7
Rethinking
Literacy: Multimodal Texts
In our seminar today we had the opportunity to be
introduced and explore a range of Multimodal texts, as well as having the opportunity
to create our own individual multimodal book, using power point.
The term ‘Multimodal’ refers
to meaning-making that occurs through reading, viewing, understanding,
responding to and producing and interacting with multimedia and digital texts
Walsh, (2010). Multimodality takes into
account the whole range of modes that young children encounter in a variety of
texts, and the range and combinations of modes they use to make and express
meaning. This can include; words, images, sounds. Today, children are expose
and encounter an array of texts both electronic and printed, and therefore, it
is considered that learning to be literate not only involves reading and
meaning written text, but learning to read and understand screens (Marsh &
Hallet, 2008).
However the complexities of using multimodal texts have been
acknowledged and recognised. As Kress & Van Leeuwen (1996) and Marsh &
Millard (2000) discuss; words, image and sound are juxtaposed in complicated
ways in digital texts, and young children have to learn what to attend to, and
in what order. However, (Gee, 2003; Prensky, 2001) believe that students today
adapt to the navigation potential and the processing of different models with
digital texts. This led me to consider the impact and implication of such
learning and the significant role of the teacher in planning for this needs in
which to avoid children becoming overwhelmed by all modes available for
exploration. Equally it highlighted to me the importance of teachers being
aware of the contrasting skills needed to understand digital texts other more
traditional forms, in which a diverse range of skills are needed to articulate and
combine modes in which to construct meaning. For example; reading on screen
involves various aspects of online processing that includes responding to
animated icons, hypertext, sound effects (Lawless & Shrader, 2008). Overall
it is considered that the global challenge for educators equipping young
learners for communication in the 21st century, is in the
recognition and celebration of the many digital, oral and visual literacies young
children can develop, the combinations of modes, spoken and written that young
children need to use to become literate and how practitioners can support the development
of young children’s multimodal literacies (UKLA/QCA, 2004).
My own experience of creating a multimodal texts exposed me
to the complex and diverse forms that these digital texts can present to
children, and was exposed to material that I found extremely engaging and
motivating. Equally the broad range of opportunities and skills that these
texts demonstrated was extremely encouraging and provided me with a broad scope
of approaches and ideas, to help inform my own teaching of multimodal texts. Although
I found creating my own storybook tricky at times due to computer problems and
other factors, I came away from the lesson with an appreciation of the enriched
potential that multimodal texts can bring to support and enhance literacy.
Equally, my own experience within school exposed me to the
affects that using a multimodal book had on the engagement and interest of the
pupils. I used a book on the interactive white board which included not just
the pictures from the book, but sound effects. I felt that the children developed
a secure understanding of the story from a number of aspects such as; theme,
mood, setting and I felt that this particularly supported them when asked to write
the ending of the story. I would definitely explore the use of multimodal texts
during my next placement to unsure that I feel confident and knowledgeable when
teaching and developing children’s skills and understandings and their own use
of such texts, which I hope will support me in my own future practice.
Gee, J. (2003) What
Video Games have to Teach us about Learning and Literacy. New York:
Palgrave Macmillan
Kress, G. & Van Leeuwen, T. (2001) Multimodal Discourse. London: Routledge
Lawless, K.A. & Shrader, P.G. (2008) Where Do We Go Now?
Understanding Research on Navigation in Complex Digital Environments. In J
Coiro, M. Knobel, C. Lankshear & D. Leu (Eds.) (2008). Handbook of Research on New Literacies, (pp.267-296). New York:
Lawrence Erlbaum Associates.
Marsh, J. & Hallet, E. (2008) Desirable Literacies: Approaches to Language and Literacy in the
Early Years. London: SAGE.
Marsh, J. & Millard, E. (2000) Literacy and Popular
Culture: Using Children’s Culture in the
Classroom. London: Paul Chapman.
Prensky, M. (2001) Digital Natives, Digital Immigrants. In
M. Prensky, On the Horizon, MCB
University Press, 9 (5), Accessed on 24 Jan, from http://www.marcprensky.com/writing/Prensky
QCA/UKLA (2004) More than words: Multimodal texts in the classroom London: QCA
Walsh, M. (2010) ‘Multimodal literacy: what does it mean
for classroom practice?’ Australian
Journal of Language and Literacy 33 (3) pp211 – 239
I really like and agree with the idea that using pictures and sound effects within a multimodal book in the classroom allows children to develop an understanding of the setting of the story. Visual sounds of the setting would suit some children's learning style more, than simply using pictures.
ReplyDeleteYes it was extremely interesting to see how the children became instantly more motivated and engaged just by applying the sound to the story. Equally, it supported them in not just writing about the setting but lots of the children included feelings to extend their description of the characters, as the sound contributed greatly to the mood of the story and this enabled them to explore how they felt the characters might be feeling within this context.
ReplyDeleteYes it was extremely interesting to see how the children became instantly more motivated and engaged just by applying the sound to the story. Equally, it supported them in not just writing about the setting but lots of the children included feelings to extend their description of the characters, as the sound contributed greatly to the mood of the story and this enabled them to explore how they felt the characters might be feeling within this context.
ReplyDeleteI really like how you have gone into detail about the skills needed from the children, I think I need to have a read of the Lawless and Shrader text as it seems to really give an insight into the skills required from multimodal texts.
ReplyDelete