Multimodal texts

Reflect on the implications of this session for your future practice

Multimodal texts:

When creating the multimodal text, it was evident that there were many opportunities for multimodal texts such as this to benefit classroom learning. With the release of the forthcoming National curriculum, an increased emphasis has been placed on raising standards within literacy (DFE, 2013). However, Bearne and Wolstencroft (2007) suggest that literacy has evolved beyond the idea of just learning to read and write due to multimodality, and now comprises of a complex combination of text, imagery and gesture to communicate information.

As a result of this, creating multimodal texts can be complicated. Kress (2000) suggests that as composers of multimodal texts, children need to consider a vast multitude of choices before creating them. Medwell, Moore, Wray and Griffiths (2012) further supports this by suggesting that electronic texts require successfully navigating through distinct features often unseen in printed texts, creating new demands on children. Therefore, a perennial concern for educators is converting children’s information into understanding, particularly when creating multimodal texts due to the complexity this involves (Whitin and Whitin, 2011). Consequently, it is imperative that for my practice, I develop an adequate knowledge of electronic texts as well as printed.

Despite this, a multimodal text can simply be any text that utilizes more than one medium to convey information, such as a storybook (Bezemer and Kress, 2008). The types of multimodal texts that were presented in the seminar were digital, and consisted of more complex features such as visual and audio effects as well as text. Additionally, these texts are often interactive, which I personally found engaging. Therefore it can be assumed that children will share a similar view when presented with multimodal texts, especially if given the opportunity to create them. It is also important to note that although creating multimodal texts initially presented me with a challenge, after accurate and precise teaching, this was made considerably easier; reinforcing the need to ensure my knowledge of the software being used is adequate. As well as this, through creating these multimodal texts, practitioners are encouraging children to engage with meaning critically as well as consider how meaning can be made through means other than the written word and gain a greater understanding into how this impacts the intended audience (Pahl and Rowsell, 2005).

 Alongside the multitude of benefits regarding implementing multimodal texts as a classroom resource, there are also factors that teachers need to consider, such as the complexity involved. This is something that will influence my practice greatly. Furthermore, I intend to explore similar sites that can be used to enhance my teaching as I do believe that multimodal texts should be encouraged, particularly as they are becoming increasingly embedded within society, making it crucial for children to interact and understand them.

Bibliography

Bearne, E. and Wolstencroft, H. (2007) Visual Approaches to Teaching Writing London: Sage Publications.

Bezemer, J. and Kress, G. (2010) Writing in Multimodal Texts: A Social Semiotic Account of Designs of Learning, Written Communication, 25(2), pp. 166-195. 

Department for Education (DfE) (2013) The National Curriculum in England: Key Stages 1 and 2 Framework Document London: DfE

Kress, G. (2000). Multimodality. In B. Cope & M. Kalantzis, (Eds.), Multiliteracies: Learning literacy and the design of social futures (pp.182–202). New York: Routledge.

Medwell J. Moore G. Wray D. and Griffiths V. (2012) ’14 Electronic texts’ from Primary English Knowledge and Understanding London: Learning Matters Ltd.

Pahl, K and Rowsell, J. (2005) Literacy and Education, understanding the new literacy studies in the classroom. London: Paul Chapman Publishing.

Whitin, P and Whitin, D.J. (2011). Empowering Children as Critics and Composers of Multimodal Texts. 23, p1-6.