Multiple Literacies and Multimodal Texts

 

 

 

Multiple Literacies and Multimodal Texts

 

Multimodal texts are considered texts that are displayed in more than one way, perhaps in the form of images, video or audio. It became clear from the seminar that ICT lends itself to multimodal texts by allowing different resources to be used which are accessible to children. It was demonstrated how the use of a simple presentation software (Powerpoint) can be used to aid children in creating stories or as a ‘hook’ to support writing and the development of ideas.  Although I have not experienced the use of stories through Powerpoint, I have seen the use of video on a Powerpoint, which was linked to a story the children had to write. The children responded well to this as they linked vocabulary to the images. It also worked as a visual stimulus which encouraged creativity in the writing which they may not have achieved from the traditional way in which they would usual plan a story. From the seminar and experience it was clear to see the benefits of the use of ICT in the form of multimodal texts.

 

Although Medwell (0000) states that electronic texts should be used to support reading and writing, it is clear that it is the responsibility of the teacher to provide safe, useful resources when engaging with multimodal texts within the classroom, as well as having the knowledge to support the children to use it. This may be an implication for teaching practice which would be considered an area for development. The seminar enabled me as a trainee teacher to build my subject knowledge so that I would have an awareness for the best way in which to use multimodal texts in the classroom. In terms of creating my own multimodal text, I found it reasonably simple to do as I am familiar with the tools of in Powerpoint. Despite this, my knowledge of how to use images and audio clips as a tool for encouraging literacy learning has significantly improved, this will support my future practise as I know feel much more informed in teaching literacy supported by Powerpoint and through encouraging children to create their own.

 

In terms of children carrying out these activities, the skills set would differ to a traditional piece of writing or even making a hard copy of a book. Children’s abilities would differ significantly as to the knowledge of the software, therefore I think this would have to be taken into account so that every child would benefit. As Allen et al (2007) stated the issue of time when using ICT to support literacy can be an implication for teacher, as children would need more support initially. Allen (2007) states that the solution for this tends to be different in every setting and I believe it would have to be planned in well in order for children to benefit. As demonstrated in the seminar, a short input would allow for the children to have enough time to create their multimodal text as well as discuss it.

 

Jonathan Allen, John Potter, Jane Sharp, & Keith Turvey. (2007). Primary ICT: knowledge, understanding and practice. Exeter: Learning Matter Ltd.

 

Medwell, J., Wray, D., Moore, G., & Griffiths, V. (2012). Primary English: knowledge and understanding. London: Learning Matters Ltd.