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Journal articles on the topic 'Multimodal literacy'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Jakobsen, Ingrid Karoline. "Inspired by image: A multimodal analysis of 10th grade English school-leaving written examinations set in Norway (2014-2018)." Acta Didactica Norge 13, no. 1 (March 15, 2019): 5. http://dx.doi.org/10.5617/adno.6248.

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AbstractWhat role does multimodality play in assessment in the English subject in Norway? This article focuses on final written examinations from 2014 to 2018 and investigates the multimodal literacy skills that examinations invite lower secondary school students to demonstrate. Examinations in the English subject are digital and technically open to a rich multimodal practice. Analysis in this article finds that the texts to be read in examinations are carefully designed multimodal texts, with plentiful use of visual aspects of writing and with images that add significantly to the creation of complex cohesive ensembles. When it comes to the examination tasks, however, the opportunity for the students’ multimodal output is limited and ambiguous. In sum, there is an imbalance between input and output.Keywords: multimodal literacy, multimodal texts, English, assessment, lower secondary schoolInspirert av bilder: En multimodal analyse av sentralt gitt skriftlig eksamen for 10. trinn i engelsk i Norge fra 2014 til 2018SammendragHvilken rolle spiller multimodalitet i engelskfagets vurderingspraksis i Norge? Denne artikkelen fokuserer på avsluttende skriftlig eksamen fra 2014 til 2018, og undersøker hvilken multimodal literacy (tekstkyndighet) eksamen legger opp til at ungdomsskoleelever får vise fram. Eksamen i faget er digital og teknisk sett åpner den for en rik multimodal praksis. Analysen i artikkelen viser at eksamenstekstene elevene leser er nøye designede multimodale tekster, med rikelig bruk av visuelle aspekter ved skrift, og med bilder som bidrar til komplekse, helhetlige, sammensatte tekster. Når det gjelder eksamensoppgavene derimot, er elevens mulighet til å uttrykke seg multimodalt både begrenset og tvetydig. Alt i alt er det en ubalanse mellom det som skal leses og det som skal skrives til eksamen. Nøkkelord: multimodal literacy, sammensatte tekster, engelsk, vurdering, ungdomstrinn
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2

Ajayi, Lasisi. "Critical Multimodal Literacy." Journal of Literacy Research 47, no. 2 (June 2015): 216–44. http://dx.doi.org/10.1177/1086296x15618478.

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3

Damayanti, Isma, Mutsyuhito Solin, and Evi Eviyanti. "The Development of Activity Literacy Teaching Material Based on Multimodal of Literacy for the grade 4th at SDS Amir Hamzah." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 3 (August 25, 2020): 1435–44. http://dx.doi.org/10.33258/birle.v3i3.1209.

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This study aims to: (1) Describe the development of multimodal literacy-based literacy teaching materials at SDS Amir Hamzah. (2) Testing the feasibility of teaching materials for literacy activities based on multimodal literacy at SDS Amir Hamzah. (3) Testing the effectiveness of teaching materials for literacy activities based on multimodal literacy at SDS Amir Hamzah. This research is a development research using the ADDIE development model, namely: Analysis, Design, Development, Implementation, and Evaluation. The subjects of this study were the fourth grade students of SDS Amir Hamzah in the 2019/2020 academic year consisted of 21 students. The instruments used are questionnaires of expert validity, student and teacher responses, and student performance rubrics using literacy activity teaching materials. The results of this study indicate that (1) the process of developing teaching materials for literacy activities based on multimodal literacy includes five steps, namely: analysis, design, development, implementation, and evaluation. (2) The literacy activity teaching materials of multimodal literacy-based are feasible to use with an average percentage of 88.47% and very feasible criteria. (3) The effective multimodal literacy-based literacy activity teaching materials are used with a gaincore value of 0.575.
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4

Jensen, Amy Petersen. "Multimodal Literacy and Theater Education." Arts Education Policy Review 109, no. 5 (May 2008): 19–28. http://dx.doi.org/10.3200/aepr.109.5.19-28.

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5

Huang, Shin-ying. "Critical multimodal literacy with moving-image texts." English Teaching: Practice & Critique 16, no. 2 (September 4, 2017): 194–206. http://dx.doi.org/10.1108/etpc-02-2017-0018.

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Purpose This paper aims to examine language learners’ critical multimodal literacy practices with a moving-image text, focusing on text comprehension and interpretation rather than text production. It takes a critical perspective towards multimodality and proposes the simultaneous emphasis on critical and multimodal literacies. Design/methodology/approach This qualitative teacher-inquiry adopts critical multimodal literacy as the framework for understanding learners’ literacy practices. The course implementation highlights images, sounds and words as encompassing the five modes of visual, aural, linguistic, gestural and spatial (Arola et al., 2014) in emphasizing the multimodal in critical multimodal literacy, and the purposeful organization of the images, sounds and words as reflecting the critical in critical multimodal literacy. The analysis also adopts Serafini’s (2010) concentric perceptual, structural and ideological perspectives as the tenets of critical multimodal literacy. Findings The findings show that focusing on images, sounds, words and their purposeful organization enabled the students to critically examine a moving-image text through considerations for the multiple modes and arriving at the structural and ideological interpretive perspectives. Originality/value This study fills a gap in the literature, as very little research has been done to investigate the ways in which language learners engage with, that is, comprehend and interpret, moving-image multimodal texts. In addition, it presents a critical multimodal literacy framework based on Serafini’s (2010) tripartite perspectives and offers pedagogical suggestions for incorporating critical multimodal literacy in language classrooms.
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Ngatman, Ngatman, Ratna Hidayah, Suhartono Suhartono, Tri Saptuti Susiani, Moh Salimi, and Wahyu Khasanah. "Optimizing Multimodal Literacy in Elementary School Learning." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (December 19, 2019): 339. http://dx.doi.org/10.20961/shes.v2i1.38199.

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<em>This article is a theoretical review for describing multimodal literacy in elementary school learning. The exposure in this article is based on the application of multimodal literation. This paper relates to the pedagogic aspect of the implementation of multimodal literacy learning in the view of constructivism. Learning aims to prepare students for the era of the 4.0 Industrial Revolution. The idea of Literation has now changed because at this time it relates to digital content. Thus, multimodal literacy needs to be examined to explain the role of multimodal literacy in elementary school learning</em>
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7

Miki, Mclean HY. "INVESTIGATING OF PRE- SERVICE TEACHERS’ PERCEPTION AND READINESS TO DIGITAL MULTIMODAL LITERACY AT LAKIDENDE UNIVERSITY." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 6, no. 1 (June 30, 2020): 62–68. http://dx.doi.org/10.21009/ijlecr.061.08.

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The era of 21st century learning literacy is not confined to communication based on reading and writing only traditional printed texts. New kinds of literacies extend to multimedia projects and multimodal texts, which include visual, audio, and technological elements to create meanings. Hence, multimodal literacy has gained more attention amongst literacy educators, researchers and curriculum authorities. The purpose of this study is to investigate the perception and the readiness of English teacher in 21st multimodal literacy in this era of new types of communication. The research conducts an online survey research at Lakidende University. The findings describe the demographic teacher with multimodal literacy which related to the teacher have positive attitude in using a digital media tools, that indicated that they ready to use digital multimodal literacy.The implications of this research give direction and new perspective in using multimodal literacy for English classroom. It suggests that could be better supported by university environment, stakeholders, and government in developing the quality of English teachers’ professional development.
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Fiftinova, Fiftinova, Nandang Heryana, and Ida Rosmalina. "Exploring Lecturers’ Standpoints in Composing Digital Fiction and Students’ Multimodal Literacy Level." Register Journal 15, no. 2 (September 7, 2022): 264–83. http://dx.doi.org/10.18326/rgt.v15i2.264-283.

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Multimodality which encourages the combination of text, image, sound, and videos could be varied from class to class. Multimodal literacy as a new dimension of literacy in the 21st century has emerged as a critical skill that EFL students must develop, given its role as a source of meaning in communication. The purpose of this study was to identify the level of students’ multimodal literacy and to identify lecturers’ standpoints on students’ multimodal literacy. This study was conducted both quantitatively and qualitatively and involved 71 EFL students who took creative writing subject in an English education program in one state university in South Sumatera. The data were collected by distributing a questionnaire from Bulut et al. (2015) and by interviewing 3 lecturers who taught the subject. Descriptive statistics and one-way ANOVA were used to determine mean, standard deviation and differences in terms of gender and classes with different lecturer; qualitative data were thematically analyzed to categorize the themes. The results indicated that students’ multimodal literacy level was categorized high as indicated by the mean of each aspect of questionnaire: 4.22, 4.11 and 3.6 respectively. There was no different level of multimodal literacy between male and female students, and different lecturers with different instructions did not influence the level.. Finally, the lecturers perceived positively to students’ multimodal literacy . Similarly, referring to the lecturers’ view, the students gave positive attitude towards multimodal writing and hence making their multimodal digital fiction successful. Keywords: Multimodal Literacy, Digital Fiction, Creative Writing, EFL
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Taylor, Sheryl V., and Cynthia B. Leung. "Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning." Early Childhood Education Journal 48, no. 1 (September 11, 2019): 1–10. http://dx.doi.org/10.1007/s10643-019-00974-0.

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10

Campbell, Terry A. "Why multimodal literacy matters: (Re)conceptualizing literacy and wellbeing through singing-infused multimodal, intergenerational curricula." International Review of Education 64, no. 2 (December 26, 2017): 283–85. http://dx.doi.org/10.1007/s11159-017-9699-1.

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11

Ohito, Esther O. "“Blackness is not just a single definition”: multimodal composition as an exercise for surfacing and scaffolding student theorizing in a Black Studies classroom." English Teaching: Practice & Critique 20, no. 2 (July 12, 2021): 227–44. http://dx.doi.org/10.1108/etpc-05-2020-0047.

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Purpose This study aims to investigate multimodal composition as an exercise or tool for teaching students theory building. To illustrate, an analysis of artifacts comprising a student’s multimodal composition, which was created in response to a multipart literacy assignment on theorizing Blackness, is analyzed. Design/methodology/approach Afrocentricity served as both theoretical moor and research methodology. Qualitative case study, focusing on the case of an individual student, was the research method used. Findings Multimodal composition was an effective exercise for surfacing the multidimensionality of a student’s complex knowledge while simultaneously placing the student in the powerful position of theorist. The process of composing multimodally integrated reading, writing and speaking skills while revealing the focal student’s need for targeted writing intervention. Practical implications The study evidences multimodal composition as a useful exercise for capturing students’ nuanced interpretations or students’ critical theorizing as well as meaningfully incorporating and assessing students’ literacy skills. Originality/value Exposure to preexisting theory alone relegates students to the realm of passive knowledge consumers. This undermines the emancipatory and justice-oriented objectives of critical education, which ideally contributes to social change by challenging dominant power structures and distorted perspectives of marginalized persons. To be empowered agentic learners, students need to be both taught how to theorize and engaged as theorists. This study shows how multimodal composition can be used as a liberatory literacy tool for those intertwined pedagogical purposes.
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Fedorenko, Svitlana V. "EXPERIENCE OF DEVELOPING STUDENTS’ MULTIMODAL LITERACY IN THE DIGITAL LEARNING ENVIRONMENT OF HIGHER EDUCATION INSTITUTIONS." Information Technologies and Learning Tools 69, no. 1 (February 25, 2019): 12. http://dx.doi.org/10.33407/itlt.v69i1.2405.

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The paper presents a theoretical overview of the notion “multimodal literacy” in the context of the multiliteracies pedagogy focusing on the research relevant to developing notions of literacy for twenty-first century higher education standards. The relevance of the topic is explained by the fact that the modern world is becoming more and more pluralist and increasingly dependent on new technologies and different modes of communication, students require new transdisciplinary skills and methods of learning. The author examines the changing pattern of literacy as broad, multidimensional knowledge, skills and attitudes. Literacy is viewed as a personal sociocultural capacity the development of which provides every student with the rules how to solve problems, to relate to others and survive in diverse social settings, and creates numerous opportunities for enhancing critical thinking and reflection as well. The foundation for students’ multimodal literacy in the digital learning environment of a higher education institution through theoretical and applied frameworks of visual, media, information and multicultural literacy is considered. The diverse affordance of digital tools and range of multimodal genres offer engaging new avenues for students’ creative expression on the basis of developing multimodal literacy. It is emphasized that successful life in a world of multimodal information requires fluency in a broad range of literacies to consume and create texts in visual, audio, and written formats, to evaluate messages in a variety of mediums, and to gain sociocultural awareness and the ability to communicate and live in a global diverse society. Pedagogic techniques across disciplines (multimodal essay, digital mapping project) are highlighted in view of their effectiveness in developing multicultural literacy of undergraduate students. It is an empowering practice for modern educators to incorporate multimodal tasks into a diverse learning environment, which teaches critical thinking and multimodal skills, enhances audio-visual rhetoric, develops writing and oral communication skills, and aids in self-expression and self-reflection.
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Papadopoulou, Maria, Sophia Goria, Polyxeni Manoli, and Evgenia Pagkourelia. "Developing multimodal literacy in tertiary education." Journal of Visual Literacy 37, no. 4 (October 2, 2018): 317–29. http://dx.doi.org/10.1080/1051144x.2018.1540177.

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14

Carlito, M. Delores. "Supporting multimodal literacy in library instruction." Reference Services Review 46, no. 2 (June 11, 2018): 164–77. http://dx.doi.org/10.1108/rsr-02-2018-0015.

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Purpose Students interact with information in many ways throughout the day, code switching between modes depending on their needs. Educators are finally realizing that composing in more than one mode is not only important, but also necessary. The purpose of this study is to examine the role of the academic library, the ACRL Framework and information literacy instruction in creating ethical, inspired users. Design/methodology/approach This paper looks at previously published work on multimodal discourse, how libraries have supported modes in the past and how the ACRL Information Literacy Framework highlights the need to teach students and faculty how to compose in many modes. Findings Librarians are already well-versed in many literacies, including information, visual and media. They are familiar with multimodal tools and the ethical issues related to the use of images, videos and sound files. While professors are proficient in subject matter, librarians are experts in the paradigm shift from print to multiple modes; therefore, by teaching faculty and students to locate, evaluate, use ethically and cite various modes, librarians become the primary resource on campus for creating multimodal artifacts. The strata used by Kress and Van Leeuwen, coupled with the ACRL Framework, are a model for future instructional design. Originality/value While much has been written on visual literacy, little is written on library support of multimodal discourse or combining several modes in one argument. This paper is alone in reviewing the past support of multimodal literacy in libraries and gives some sample activities for use in the academic library.
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Towndrow, Phillip A., Mark Evan Nelson, and Wan Fareed Bin Mohamed Yusuf. "Squaring Literacy Assessment With Multimodal Design." Journal of Literacy Research 45, no. 4 (October 7, 2013): 327–55. http://dx.doi.org/10.1177/1086296x13504155.

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Yi, Youngjoo, Nicole King, and Afida Safriani. "Reconceptualizing Assessment for Digital Multimodal Literacy." TESOL Journal 8, no. 4 (December 2017): 878–85. http://dx.doi.org/10.1002/tesj.354.

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Cappello, Marva, Angela M. Wiseman, and Jennifer D. Turner. "Framing Equitable Classroom Practices: Potentials of Critical Multimodal Literacy Research." Literacy Research: Theory, Method, and Practice 68, no. 1 (August 22, 2019): 205–25. http://dx.doi.org/10.1177/2381336919870274.

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This article presents an illustrative case study to explore the classroom potentials of critical multimodal literacy. We feature Marcela’s multimodal response to demonstrate how she engaged with visual and textual tools for learning. Illustrative cases are especially useful to explore a particular issue and often involve in-depth analysis of qualitative data that represents theoretical constructs or significant findings. Critical multimodal literacy is a framework that we developed from a synthesis of the research literature to describe the ways that children use tools (e.g., sketches, videos) for personal meaning-making, critique, and agentive learning in classrooms. Findings from the critical analysis of a young Latina fourth-grader’s multimodal production illuminate our framework, which consists of the following four components: communicate and learn with multimodal tools; restory, represent, and redesign; acknowledge and shift power relationships; and leverage multimodal resources to critique and transform sociopolitical realities all seen through an equity lens. We conclude with implications for how this critical multimodal literacy framework can promote equitable classroom practices that expand the literacy learning of all students.
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Fatmawati, Endang, Nanda Saputra, Magdalena Ngongo, Ridwin Purba, and Herman Herman. "An Application of Multimodal Text-Based Literacy Activities in Enhancing Early Children’s Literacy." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 5 (July 19, 2022): 5127–34. http://dx.doi.org/10.31004/obsesi.v6i5.2782.

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Salah satu program pengembangan yang sangat penting dalam pendidikan anak usia dini adalah pengembangan bahasa. Tujuan dari penelitian ini adalah untuk mengembangkan kegiatan literasi denngan menggunakan Kegiatan Literasi Berbasis Teks Multimodal untuk anak usia dini di salah satu sekolah TK di Pematangsiantar. Metode deskriptif kualitatif diterapkan dalam penelitian ini. Sumber data penelitian ini adalah anak usia dini sebanyak 26 siswa. Observasi, wawancara, dan dokumentasi digunakan untuk memperoleh data. Triangulasi teknik dan triangulasi sumber digunakan dalam analisis data. Proses interpretasi data yang terkumpul menggunakan analisis deskriptif kualitatif. Penelitian ini mengalami peningkatan kenyamanan lingkungan belajar peserta didik dengan persentase peningkatan rata-rata sebesar 15,8% sehingga kegiatan literasi berbasis multimodal ini layak untuk dikembangkan dan dilaksanakan pada anak usia dini. Para peneliti juga menyarankan agar pihak sekolah memahami pentingnya membangun lingkungan literasi yang baik di dalam kelas dalam mendukung penerapan literasi berbasis multimodal untuk perkembangan kemampuan literasi anak
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Bearne, Eve. "Multimodality, literacy and texts: Developing a discourse." Journal of Early Childhood Literacy 9, no. 2 (July 30, 2009): 156–87. http://dx.doi.org/10.1177/1468798409105585.

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This article argues for the development of a framework through which to describe children's multimodal texts. Such a shared discourse should be capable of including different modes and media and the ways in which children integrate and combine them for their own meaning-making purposes. It should also acknowledge that multimodal texts are not always or only screen-based. In addition, it is argued that current definitions of literacy do not readily answer to the variety of semiotic resources deployed in the design of multimodal texts. In revisiting the author's previous tentative thoughts about `the rhetoric of design' the article develops this theme further through offering a possible framework and using this to analyse three different types of multimodal texts created by seven-year-old children. The framework is, however, a `work in progress', which it is hoped, will open up debate.
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Kitsiou, Roula, and Marianna Kondyli. "Intersections of Multimodal and Critical Literacy in Teacher Education: Multimodal Literacy Practices to Reconstrue Ideologically Charged Texts." International Journal of Literacies 27, no. 2 (2020): 1–16. http://dx.doi.org/10.18848/2327-0136/cgp/v27i02/1-16.

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Danielsson, Kristina, and Staffan Selander. "Reading Multimodal Texts for Learning – a Model for Cultivating Multimodal Literacy." Designs for Learning 8, no. 1 (August 17, 2016): 25–36. http://dx.doi.org/10.16993/dfl.72.

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Cook, Mike P., and Jeffrey S. J. Kirchoff. "Teaching Multimodal Literacy Through Reading and Writing Graphic Novels." Language and Literacy 19, no. 4 (September 25, 2017): 76. http://dx.doi.org/10.20360/g2p38r.

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Scholarship suggests that writing teachers and instructors looking to integrate multimodal composition into their secondary or post-secondary classrooms should consider graphic novels as a mentor text for multimodal literacy. To help those pedagogues unfamiliar with graphic novels, we offer three titles—The Photographer, Operation Ajax, and Whatever Happened to the World of Tomorrow—students have responded positively to. Herein we offer a summary for each text, a discussion of their uses to teach multimodal literacy, a range of multimodal assignments to pair with each text, and a variety of assessment methods.
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Unsworth, Len, Jen Cope, and Liz Nicholls. "Multimodal literacy and large-scale literacy tests: Curriculum relevance and responsibility." Australian Journal of Language and Literacy 42, no. 2 (June 2019): 128–39. http://dx.doi.org/10.1007/bf03652032.

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Archer, Arlene Hillary. "A Multimodal Approach to Academic Literacy Practices." International Journal of Learning: Annual Review 12, no. 3 (2006): 213–20. http://dx.doi.org/10.18848/1447-9494/cgp/v12i03/46800.

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De Oliveira, Janaina Minelli. "Technology, Literacy and Learning: A Multimodal Approach." Journal of Higher Education 80, no. 3 (May 2009): 356–58. http://dx.doi.org/10.1080/00221546.2009.11779019.

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Rowsell, Jennifer. "Maureen Walsh, Multimodal Literacy: Researching Classroom Practice." Journal of Early Childhood Literacy 12, no. 2 (May 22, 2012): 223–27. http://dx.doi.org/10.1177/1468798411425672.

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Vidosavljević, Milena. "Multimodal and digital literacy as new concepts in education." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 4 (2022): 129–44. http://dx.doi.org/10.5937/zrffp52-37477.

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The digital age requires each individual to redevelop new skills and many literacy skills in order to function in modern society. Therefore, new concepts are emerging in education that explain what all the skills are necessary in order to adequately perform certain activities in the online environment. One of the modern concepts is multimodality, which is inevitably accompanied by modes, multimodal literacy, and digital, as well as broader literacy. Multimodality is a communication phenomenon that relies on the use of modes, i.e., semiotic resources, whose role is to create meaning. Namely, mods include images, charts, sounds, colours, audio, videos, maps and so on. Their function is to help digital texts convey a specific message in an online environment. In all this, the key role is played by multimodal literacy, which is the ability to successfully work with texts that include different modes, as well as digital literacy, which includes the ability to search, locate, select and analyse digital information. Having in mind that both literacies are interconnected and complementary, the aim of this paper is to draw attention to the mentioned concepts as well as to present their importance for the realization of multimodality in education.
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Ulu, Hacer, Ayşegül Avşar-Tuncay, and Özlem Baş. "The Relationship between Multimodal Literacy of Pre-Service Teachers and Their Perception of Self-Efficacy in Critical Reading." Journal of Education and Training Studies 5, no. 12 (November 21, 2017): 85. http://dx.doi.org/10.11114/jets.v5i12.2806.

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The aim of this study is to investigate the relationship between the multimodal literacy of pre-service teachers and their perception of self-efficacy in critical reading. At the same time, it is to what extent their multimodal literacy levels predict their perception of self-efficacy in critical reading. 337 students were chosen via convenience sampling for this study which was designed on the basis of relational survey model. The data which is needed to answer the relevant questions in our study was collected by means of Multimodal Literacy Scale (Bulut, Ulu and Kan, 2015) and Critical Reading Self-Sufficiency Perception Scale (Karadeniz, 2014). The analyses of the data collected were conducted through Pearson product-moment correlation coefficient analysis technique and multiple regression analysis technique. In view of the results we have obtained in this study, multimodalness is a strong predictive of self-efficacy perception in critical reading (R=.517; R2=.267) [F(3.336)=40.483, p˂.000). The dimension of expressing oneself using multimodal structures (r=.362), interpretation of the contents presented in multimodal structures (r=.466) and preferring multimodal structures (r=.209) has a positive and significant effect on critical reading self-efficacy perception.
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Wiseman, Angela M., Marita Mäkinen, and Reijo Kupiainen. "Literacy Through Photography: Multimodal and Visual Literacy in a Third Grade Classroom." Early Childhood Education Journal 44, no. 5 (October 12, 2015): 537–44. http://dx.doi.org/10.1007/s10643-015-0739-9.

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Kuo, Hsiao‐Chin. "Multimodal Literacy through Children’s Drawings in a Romani Community." International Journal of Literacy, Culture, and Language Education 4 (August 1, 2015): 90–104. http://dx.doi.org/10.14434/ijlcle.v4i0.26918.

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Being part of an ethnographic research project, which investigated the funds of knowledge and literacy practices of a Romani community in northwestern Romania, this paper presents an exploratory examination, seeking ways to understand drawings and sketches as multimodal texts produced by five Romani children in this community. In general, Romani people, living on the margins of society, have often been labeled illiterate and been discriminated against. The examination of these Romani children’s drawings and sketches illuminated two features of their multimodal literacy practices— intertextuality and design—and scrutinized the stereotype of illiteracy thrust upon the Romani people. Based on the examination of the multimodal literacy practices of these Romani children, implications are drawn, including pedagogical applications, and future research directions are suggested.
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Leibrandt, Isabella. "Reading comprehension of literary texts using a multimodal language–image approach." International Journal of New Trends in Social Sciences 6, no. 2 (November 4, 2022): 97–111. http://dx.doi.org/10.18844/ijss.v6i2.8223.

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The importance of multimodal reading comprehension from multiple perspectives is particularly reflected in the theoretical work that has been published in recent times. Expanding the perspectives students use to make sense of these multimodal texts is an important part of comprehension instruction. The study focuses on the textual linking of language and image with the aim of promoting the textual productive and receptive use of images, assigning a relevant meaning to the image in the literary context of use, complementing the literary text with the visual message, integrating language and contextualised images and including them in the process of overall comprehension. The project presented here in the form of an experience report shows the results of and provides suggestions for the procedural application of a multimodal text–image approach to reading comprehension of a literary text. It is based on the reading of F. C. Delius' novel The Walk from Rostock to Syracuse. This text lends itself to being explored in a multimodal way, as it pre-supposes implicit knowledge that includes certain historical and cultural contextual references. Keywords: Images, intertextuality, literacy, multimodality, reading comprehension
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Bal, Mazhar. "Improving Informative and Narrative Writing Skills Associated with Multimodal Literacy of Middle School Students." World Journal on Educational Technology: Current Issues 10, no. 4 (March 24, 2019): 250–65. http://dx.doi.org/10.18844/wjet.v10i4.4086.

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Abstract The purpose of this research is to improve informative and narrative writing skills of middle school students. Text writing process is not limited to written text; it has been tried to move to a multimodal dimension. Comic books are used as multimoal texts. For this purpose, students generated informative and narrative comic books. An action plan was prepared for this text generation process and the research was carried out in accordance with this action plan. Therefore, the study was designed with action research. The research group is middle school students. Data collection techniques were student diary, semi-structured interview form, semi-structured observation form, documents. The documents consist of comics produced by the students. Descriptive analysis and content analysis techniques were used together in the analysis. It has been determined that the writing process has not attracted students. Comic books have been shown to attract students It has also been found that the process of semantics interpretation of the text is facilitated. It has been determined that most spelling and punctuation mistakes were made in the writing process. It is thought that the reasons for these mistakes are the habits of out-of-school life. It has been determined that writing processes related to multimodal texts have a positive effect on students' interest and sense of responsibility. Based on the results of the research, it is possible to make writing studies for the integration of multimodal texts with in-school and out-of-school life; the effectiveness of the writing process must be increased by increasing the number of layers; it is suggested that the multimodal text rendering process can contribute to classroom management. Keywords: Comic book; graphic novel; informative writing; middle school student; narrative writing.
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Kesler, Ted. "Expanding Pre-Service Teachers’ Conceptions of Texts, Readers, and Response Through Multimodal Response." Language and Literacy 13, no. 1 (May 3, 2011): 72. http://dx.doi.org/10.20360/g2001v.

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The author conducted a qualitative study of multimodal digital response to children’s historical fiction that his 23 pre-service graduate students read in book clubs. Grounded in sociocultural and multimodal theories of literacy, the study addresses the following two research questions: What influence did sociocultural and multimodal engagements with text have on students’ meaning-making? What influence did these engagements have on their conceptions of texts, readers, and response? Findings show how social negotiation of meaning and robustness of design work expanded participants’ understandings of texts, readers, and response that challenge current autonomous, verbocentric conceptions of literacy that predominate in schools.
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Flewitt, Rosie, Melanie Nind, and Jane Payler. "`If she's left with books she'll just eat them': Considering inclusive multimodal literacy practices." Journal of Early Childhood Literacy 9, no. 2 (July 30, 2009): 211–33. http://dx.doi.org/10.1177/1468798409105587.

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This article reports on aspects of a small-scale study conducted in the south of England that explored the learning experiences of three four-year-old children with identified special educational needs, who attended a combination of early education settings — one `more special' and one `more inclusive' (Nind et al., 2007). The article reflects on the concept of inclusive literacy, and proposes that a model of literacy as social practice can provide an enabling framework for understanding how young children with learning difficulties interpret and use a range of shared sign systems. Drawing on an ethnographic, video case study of one girl, Mandy,1 the article gives an overview of her observed literacy experiences at home and in the two educational settings she attended, and then focuses on the collaborative, multimodal nature of the literacy events and practices she encountered. Detailed multimodal analysis of a selected literacy event highlights the salience of embodied action and the shapes of inclusive learning spaces, and points to the importance of valuing individuals' idiosyncratic and multimodal meaning-making. The article concludes with discussion of how opportunities for literacy learning can be generated effectively in an inclusive learning environment for young children with learning difficulties. The study was funded by Rix Thompson Rothenberg Foundation (RTR).
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Duffelmeyer, Barb Blakely, and Anthony Ellertson. "Critical Visual Literacy: Multimodal Communication Across the Curriculum." Across the Disciplines 3, no. 2 (2006): 1–13. http://dx.doi.org/10.37514/atd-j.2006.3.2.02.

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Beshlei, O., and Z. Batrynchuk. "PROMOTING UNIVERSITY STUDENTS’ VISUAL LITERACY THROUGH MULTIMODAL TEXTS." Pedagogy of the formation of a creative person in higher and secondary schools 1, no. 77 (2021): 119–24. http://dx.doi.org/10.32840/1992-5786.2021.77-1.21.

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Smilan, Cathy. "Visual immersion for cultural understanding and multimodal literacy." Arts Education Policy Review 118, no. 4 (May 22, 2017): 220–27. http://dx.doi.org/10.1080/10632913.2017.1287805.

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Burnett, Cathy, and Julia Davies. "Making sense of the multimodal, multimedia literacy landscape?" Literacy 47, no. 3 (November 2013): 113–14. http://dx.doi.org/10.1111/lit.12011.

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Roth, Wolff-Michael. "The Thinking Body In/Of Multimodal Engineering Literacy." Theory Into Practice 56, no. 4 (October 2, 2017): 255–62. http://dx.doi.org/10.1080/00405841.2017.1389218.

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Lenters, Kimberly. "Multimodal Becoming: Literacy in and Beyond the Classroom." Reading Teacher 71, no. 6 (April 27, 2018): 643–49. http://dx.doi.org/10.1002/trtr.1701.

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Almusharraf, Norah, and Joseph Engemann. "Postsecondary Instructors’ Perspectives on Teaching English as a Foreign Language by Means of a Multimodal Digital Literacy Approach." International Journal of Emerging Technologies in Learning (iJET) 15, no. 18 (September 25, 2020): 86. http://dx.doi.org/10.3991/ijet.v15i18.15451.

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It can be argued that multimodal digital literacy practices promote the development of literacy skills needed for today’s world without being constrained to one mode of learning. Anecdotal evidence suggests that the employment of multimodal practices during instruction within EFL classrooms in the Kingdom of Saudi Arabia (KSA) is minimal and fraught with obstacles to its effective utilization. It is, therefore, essential to determine whether this is the case and, if so, to develop strategies that would ameliorate this situation. This study, therefore, sought to identify KSA postsecondary EFL instructors’ self-reporting of their use of various types of technology, computer software, and online software; the different teaching/learning and assessment strategies that they employ; the obstacles they face with the use of technology in their classrooms; and their beliefs about the use of multimodal digital literacy practices for teaching and learning. The study, which was based on the premises of social semiotic theory, utilized a mixed-methods design from which survey and focus group interview data were triangulated. The findings demonstrated that while most postsecondary EFL instructors have a strong positive attitude towards multimodal digital literacy practices and make robust use of specific types of technology and software programs, obstacles prevent these practices from being more widely and frequently deployed in the KSA. Suggestions for how to make a transformation to a more pronounced use of multimodal practices happen, and the limitations to the study are also presented.
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Misiou, Vasiliki. "Navigating a Multisemiotic Labyrinth: Reflections on the Translation of Mark Z. Danielewski’s House of Leaves." Punctum. International Journal of Semiotics 06, no. 01 (October 16, 2020): 243–64. http://dx.doi.org/10.18680/hss.2020.0012.

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Multimodal literature is not a new phenomenon. However, thanks to today’s technological advances, authors are further enabled to orchestrate and blend various available modes and resources to achieve cohesion and coherence within highly complex texts. By looking at the intersection of semiotics and translation studies, this paper focuses on the Greek translation of Mark Z. Danielewski’s House of Leaves. This novel incorporates multimodal and ergodic features that contribute to meaning creation and engage readers physically and mentally. In such a context, a literary translator has to traverse not only linguistic and cultural boundaries, but other modes and media employed for representation and meaning production, as well. Thus, one wonders whether the translator has to adopt new strategies when translating a multisemiotic text. Is the translation part of meaning-making? In an age of a plethora of means and forms of expression, what constitutes writing and reading, and by extension translation, is challenged, and literary texts –now often multimodal semiotic ensembles– invite all parties involved in an interpretive game. Through the prism of multimodal social semiotics, translation, and literary studies, and with a focus on their interaction and interconnectedness, this paper attempts to explore the new practices and forms of literary translation and the impact of the use of semiotic resources as meaning-making tools on the translation decisions made and the role of the translator. Is multimodal literacy just the tip of the iceberg of the changes brought to the field of translation studies?
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Ostermann, Ana Cristina, Minéia Frezza, and Roberto Perobelli. "LITERACY WITHOUT BORDERS: THE FINE-GRAINED MINUTIAE OF SOCIAL INTERACTION THAT DO MATTER (ALSO IN PROMOTING HEALTH LITERACY)." Trabalhos em Linguística Aplicada 59, no. 1 (April 2020): 330–52. http://dx.doi.org/10.1590/010318135866215912020.

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ABSTRACT This paper explores the fine-grained interactional minutiae involved in promoting health literacy in medical interactions. More specifically, it explores the multimodal interactional resources (verbal and nonverbal) that health professionals and lay participants mobilize in order to make sense of fetal ultrasound images. We adopt the ethnomethodological perspective of Multimodal Conversation Analysis (SACKS; SCHEGLOFF; JEFFERSON, 1974; GOODWIN, 1981; 2010; MONDADA, 2018) to investigate 10 audio and video interactions that were recorded during fetal ultrasound exams that took place at a moderate and high-risk pregnancy ward in a public hospital in Brazil. Our aim is to ‘make visible’ the multimodal ethnomethods that interactants employ in order to render ultrasound images intelligible ‘texts’. Among the various semiotic resources mobilized to achieve intersubjectivity in this complex setting, special focus is given to the healthcare professionals’ use of similes, and the fundamental importance of the temporality in which verbal and nonverbal resources are mobilized in the process of making images intelligible. In that sense, we hope to bring to this special thematic issue the methodological advantages that a Multimodal Conversation Analytic perspective can afford to the discussion about multiliteracies and, in practical terms, to the advancement of health literacy. In medical contexts, health literacy can (and perhaps should!) be a concern ‘at all points.’ There might be no ‘borders’ to what constitutes a health literacy source or resource. Our claims, thus, are the following: (i) ultrasound images do constitute materials to be ‘read’ and understood - also by lay participants; (ii) healthcare professionals can (and perhaps should) promote health literacy among patients by employing efforts to make images ‘readable’; and, finally, (iii) social interaction is one of the constitutive loci for the promotion of multiliteracy events.
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Da Lio, Elisa. "Digital and Multimodal Literacies in Foreign Language Learning: theories and application." Studia universitatis hereditati, znanstvena revija za raziskave in teorijo kulturne dediščine 8, no. 2 (November 21, 2020): 65–79. http://dx.doi.org/10.26493/2350-5443.8(2)65-79.

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This article traces the evolution of the term literacy in the plurality of its branches, analysing its strong points as much as the critical aspects highlighted by research in the field of language education. The emphasis is placed on the relationship between literacy and language classrooms, where the promotion of plural, multimodal and digital literacies still seems difficult to achieve. This article calls attention to the comparison between the most recent case studies in the language education field and the specific learning objectives for literacy teaching and learning. It concludes by suggesting new directions for further research. Keywords: Literacy, Multimodality, Digital Literacy, EFL, Teaching
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As-syauqi, Mas Alwis Imru'ul Qais, Pratiwi Retnaningdyah, and Ali Mustofa. "THE ROLE OF PARENTS AND TEACHERS AS LITERACY SPONSOR FOR CHILDREN WITH DYSLEXIA DISSORDER IN TAARE ZAMEEN PAR MOVIE." English Teaching Journal : A Journal of English Literature, Language and Education 9, no. 1 (June 7, 2021): 1. http://dx.doi.org/10.25273/etj.v9i1.7717.

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The role of parents and teachers is less to be considered in developing children’s literacy skills such reading and writing. As literacy sponsors, both parents and teachers hold a critical role for the children, especially those with special needs such dyslexic ones, in acquiring literacy skills and knowledge. This study focuses on the role of parents and teachers as literacy sponsor portrayed in <em>Taare Zameen Par</em> movie and how the application of multimodal literacy is depicted through the story of a dyslexic boy, Ihsaan. This study uses descriptive qualitative method to analyse and describe the data. The main data of this study are dialogues and screenshots taken from the movie. Furthermore, the data will be analysed using Brandt’s literacy and sponsorship theories to support the argumentation and interpretation in the analysis process. The result shows that the role of parents and teachers has a great impact toward the literacy development of dyslexic children like Ishaan. Likewise, multimodal literacy could give a better outcome for the children with dyslexia disorder.
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Pavlidou, Kalliopi. "MULTIMODALITY AS A DEVOLOPMENT FACTOR OF LITERACY IN MULTILITERACIES." International Journal for Innovation Education and Research 10, no. 4 (April 1, 2022): 236–49. http://dx.doi.org/10.31686/ijier.vol10.iss4.3737.

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In modern times, important and rapid changes are taking place in the composition of societies, concerning the need and the way of communication between their members. Within this transformational context, language is not the only semiotic communication system. Various semiotic ways with various ways of representation (image, sound, movement, etc.) are offered, in combination and synchronization with each other, in order to create multimodal meanings. In this way the multimodal communication is achieved, which is distinguished by an important dynamic since more than one sense (sight, hearing, etc.) participate in it, at the same time. As a result, it is necessary for individuals to develop specific skills, of multitasking, in order to cope with the understanding / creation of multimodal messages. The purpose of this article is the theoretical approach to the meaning of multimodality as well as to highlight its role in the need to develop literacy in multiliteracies.
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Kustini, Siti, Didi Suherdi, and Bachrudin Musthafa. "BEYOND TRADITIONAL LITERACIES: A MULTIMODAL-BASED INSTRUCTION TO FOSTERING STUDENT DIGITAL LITERACY LEARNING." Jurnal Pendidikan Bahasa dan Sastra 20, no. 1 (June 30, 2020): 37–47. http://dx.doi.org/10.17509/bs_jpbsp.v20i1.25969.

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The fourth Industrial Revolution (IR 4.0) marked by artificial intelligence and cyber-physical systems has transformed the landscape of education including English literacy instruction. Some literacy educators claim that the success of students’ today as millennial kids (Gen-Zs) and future employees has been linked to digital literacy. This term is defined as the skills associated with using digital technology to enable users to locate, organize, understand, evaluate and create information and using those skills to solve problems in technology-rich environments. This study attempts to investigate the extent to which multimodal pedagogy helps improve students’ digital literacy skills in an English for Specific Purposes (ESP) setting in a vocational higher education. A theoretical multimodal semiotic approach along with multiliteracies pedagogy is served as the overarching guideline in the overall instructional procedures grounded specifically from the principles of learner-centeredness, constructivist learning, and social interaction. A qualitative case study approach was adopted to provide an in-depth explication and analysis of students’ literacy development. Data collection included classroom observations and students’ digital artefacts. In the course of the study, the students were engaged in the creation of two digital projects of different genres: digital information report in the form of text-image creation and digital persuasive talk in the form digital video production. The key findings of this study suggest that multimodal pedagogy is an effective instructional method for digital literacy learning in that several aspects of digital literacy had proven to be significantly improved.
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Oakley, Grace, Helen Wildy, and Ye’Elah Berman. "Multimodal digital text creation using tablets and open-ended creative apps to improve the literacy learning of children in early childhood classrooms." Journal of Early Childhood Literacy 20, no. 4 (June 11, 2018): 655–79. http://dx.doi.org/10.1177/1468798418779171.

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This article reports on an exploratory mixed-methods study that investigated how the creation of multimodal digital texts, using tablets, and open-ended creative apps contributed to the literacy learning of five-year-old children in two schools in low socioeconomic areas in Western Australia. Participating teachers learned about seven exemplar learning activities designed to engage children in multimodal text creation using tablets, primarily to improve literacy. Teachers used exemplars to guide their literacy planning and practice over three school terms. Pre- and post-test scores suggest that aspects of participating children’s reading had improved. Teachers also reported some improvements in children’s oral language and writing, as well as reading.
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McGlynn-Stewart, Monica, Leah Brathwaite, Lisa Hobman, Nicola Maguire, and Emma Mogyorodi. "Open-Ended Apps in Kindergarten: Identity Exploration Through Digital Role-Play." Language and Literacy 20, no. 4 (January 7, 2019): 40–54. http://dx.doi.org/10.20360/langandlit29439.

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This 2-year research study followed 14 kindergarten classrooms in Ontario as they used open-ended tablet applications to support literacy learning. Through multimodal slideshows the children explored identities such as reporter, teacher, and architect during self-initiated role-play. The slideshows they created demonstrated multimodal productions that were longer, more complex, and more varied than their literacy production with traditional literacy tools and practices. Rather than supplanting traditional kindergarten meaning-making practices such as role-play, children folded digital affordances into their play in ways that expanded the range of identities they explored and the tools and practices with which they explored them.
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Fadeev, Aleksandr. "Acquisition of artistic literacy in multimodal learning via intersemiotic translation." Punctum. International Journal of Semiotics 06, no. 01 (October 16, 2020): 133–59. http://dx.doi.org/10.18680/hss.2020.0007.

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The topic of teaching competence in artistic perception in school curricula has been investigated in the fields of education (Kindelan 2012), psychology (Vygotsky 1991), and semiotics (Ojamaa et al. 2019). Previous scholarship emphasizes the need to offer learners the opportunity to develop meaning-making abilities concerning different types of artistic texts. They also emphasized the educational value of establishing communication with and by means of such texts. This paper argues the educational value of acquiring artistic literacy in school education in the context of digital culture. We consider this acquisition process as the development of meaning-making abilities in relation to artistic texts and fostering learners’ ability to use artistic literacy as a symbolic psychological tool (Vygotsky 1978). We address this question by accentuating the role of semiotic mediation of artistic literacy. At the same time, we argue that artistic literacy acquisition can be established through intersemiotic translation among various multimodal artistic texts. In a practical sense, the paper attempts to develop a methodological framework for acquiring artistic literacy, conceptualized in terms of contemporary educational skills and competences. This paper also analyses the process of acquiring artistic literacy in relation to mediation in learning, the representation of texts, artistic work, and educational assessment. The analysis keeps account of the Tartu-Moscow Semiotic school framework and Lev Vygotsky’s theoretical framework, especially in addressing artistic work in education (Vygotsky 1971, 1978, 1991).
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