Multimodal texts

Multimodal texts can be delivered through a variety of different media or technologies (Bull, 2010). They could be live or paper as well as being digitally electronic. Walsh (2010) explains that teachers need to recognise the need to adapt classroom communication to those digital communication practices that students access outside of school and that will be significant in the future of their students. From my third year school experience in a year 5 class, the teacher involved greatly the children’s outside experiences of school, and incorporated the use of the computer based programme Mathletics into lessons (http://www.mathletics.co.uk/). This programme enhanced a love of learning for maths where the children could challenge and communicate with each other on their accounts. Reinforcing the point of using multimodal texts that children use outside of school, Bearne and Wolstencroft (2007) explains that many of the multimodal texts that children prefer to read, view and play are those they enjoy at home. The BFI Education (2003) recognises that the most successful schools and teachers work with the culture and understanding that their young pupils bring into school.

By creating a multimodal text on PowerPoint, I was enabled to see the huge potential which multimodal texts could bring to the classroom. Medwell, Moore, Wray and Griffiths (2012) discusses that it has become increasingly apparent that we not only need to include printed texts in literacy, we as teachers to expand this to electronic prints as well. The multimodal text empowered me to see the great interaction that children could have between themselves and text. It also permitted me to realise that multimodal texts can be adapted to individual reader’s needs and interests (Medwell, Moore, Wray and Griffiths, 2012). Through focusing my dissertation on visual literacy and the moving image having an impact on writing, it has had an impact on me to see that multimodal texts allows a change to children’s learning. Stafford (2011) infers that making a refreshing change from the more routine elements of the curriculum is a good thing for children. I see multimodal texts in delivering this refreshing change in which children would really engage with.

What I found from the creating a multimodal text in the seminar is that there are also limitations to children creating multi modal texts. The way in which how to navigate the text and the technical knowledge you need was prominent. Considine and Baker (2006) identifies that this isn’t a problem though as teachers can become quite comfortable quite quickly with multimodal texts and how they can use it to supplement classroom instruction. Marsh and Millard (2000) states that motivation is one of the key ingredients if learning is to be effective and from personal experience in school and this seminar, it has demonstrated to me that using such material as multimodal texts, the majority of the children will almost always generate high level of pupil excitement and engagement.

 

 Bibliography

Bearne, E & Wolstencroft, H. (2007). Visual Approaches to Teaching Writing London: Paul Chapman.

BFI Education. (2003). Look Again! A teaching guide to using film and television with three to eleven year olds London; BFI.

Bull, G. (2010) Helping teachers to explore multimodal texts. Vol 8 (16).

Considine, D.M & Baker, F. (2006). ‘Focus on Film: Learning it through the Movies’ Middle Ground Vol 10 (2) pp12-15

Marsh, J. and Millard, E. (2000). Literacy and Popular Culture. London: Paul Chapman Publishing Ltd.

Medwell, J. Moore, G. Wray, D. and Griffiths, V. (2012). Primary English Knowledge and Understanding. London: Learning Matters.

Stafford, T. (2011). Teaching Visual Literacy in the Primary Classroom. Abingdon: Routledge.

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