Multiple Literacies and Multimodal Texts (Week 7)

 Literacy is traditionally defined as the condition of being able to read and write, however Medwell et al (2012) suggest this definition needs to be expanded to not only include printed texts but to consider the use of electronic texts too. To further this idea, Cervette et al (2010) states that multiple literacies and multimodal texts represent a fundamental paradigm shift in the ways we understand and enact literacy and learning, which Walsh (2010) discusses is due to a rapid change in digital communication has provided facilities for reading and writing to be combined with various media such as film, pictures, music and graphics resulting in multimodal texts being created. 

Anstey and Bull (2010) discussed that a text becomes multimodal if it contains any two or more features including linguistic, visual, auditory, movement or spatial. In the seminar we looked into the importance of multimodal texts in the primary classroom, whilst later having the opportunity to create our own multimodal texts in Microsoft PowerPoint. Before this session I had used PowerPoint a number of times to combine text with images, videos sound and movement however despite these experiences I had not considered PowerPoint to be a tool for creating multimodal texts.

 Anstey and Bull (2010) mention that teachers who are beginning to work with multimodal texts are often reluctant to use them as they associate these texts with technology and express a lacked confidence in ICT. However, using this tool was relatively straightforward and all that was needed was a general understanding of how to use the software, therefore I can see opportunities for future use in the classroom.

The development of multimodal texts in the classroom could potentially appeal to children as they could consider this a different task to writing their own hardcopy book. Daniel and Reinking (1987) discuss that electronic texts involve a literal interaction between texts and readers and are programed to be fully adaptable to individual needs and interests (Medwell et al, 2012). Due to these texts being fully adaptable they would be suitable for a wide range of abilities, and through careful initial input with regular guidance children should be able to use technology to create their own individual texts.

 

Anstey, M and Bull, G. (2010) Helping teachers explore multimodal texts. ‘Curriculum and leadership Journal’ [Online] available at: http://www.curriculum.edu.au/leader/helping_teachers_to_explore_multimodal_texts,31522.html?issueID=12141

Cervette, G., Damice, J. and Pearson, D. (2010) Multiple Literacies, New Literacies, and Teacher Education. ‘Theory into Practice’ 45 (4) London: Routledge.

Medwell, J., Moore, G., Wray, D. and Griffiths, V. (2012) Electronic texts. London: Learning Matters.

Walsh, M. (2010) Multimodal literacy: What does it mean for classroom practice? ‘Australian Journal of Language and Literacy. 33 (3) pp:211-239