This blog with discuss the benefits and implications of
using multi modal texts in my future practice.
Increased accessibility and use of digital technology has
created a need to promote a relationship between literacy and technology
(Walsh, 2010). This is supported by Medwell, Moore, Wray, Griffiths (2012) who agree that that there
should be a focus on expanding the definition of literacy to involve not only
the reading and writing of printed texts but also electronic texts. From
looking at the Primary National Strategy for Literacy (DfEs, 2006), it is clear
that it promotes the use of multi-modal texts by stating that children should
be taught to read and write for a range of purposes on and off screen. This
gave digital texts equal value to traditional printed texts, therefore,
suggesting that children should be exposed to a range of multi modal texts not
just printed texts (Walsh, 2010).
In my own experience of using multi modal texts, I was given
the opportunity to create a story using the electronic program, Microsoft
PowerPoint, within our seminar session. Although I have had many experiences of
using Microsoft PowerPoint, I had never experienced using it to create a
multimodal text and due to this, I found many benefits for my future practice
as well as limitations, which will to be discussed.
Firstly, Bearne (2003)
states that children are exposed to many different forms of texts which they
meet in everyday life that include sound, voices, intonation, movement, stance
and gesture, as well as print and image, therefore, using multimodal texts
within the classroom helps link children’s home experiences and technology to
their learning in the classroom. This is supported by Anstey
and Bull (2009) who
agree that multimodal texts use different modes to communicate meaning,
enabling children to become effective readers, writers and communicators in and
out of the classroom. Multimodal texts can also help develop critical awareness of how to read images, sound,
design, posture and movement as well as words, and teaches how texts, modes and
media work, separately and in combination (Anstey & Bull, 2009). This implies that the literacy curriculum and pedagogy
need to be reshaped to accommodate to shifts in communication and children’s
text experiences (Bearne, 2003b).
Another benefit of using multimodal texts is that they provide
opportunities for learning symbols that are used to communicate meaning in
written language (Medwell,
Moore, Wray, Griffiths, 2012).
Medwell, Moore, Wray,
Griffiths (2012) state
that being literate involves readers and writers understanding symbols and how
they convey meaning in written language such as, being able to communicate
beyond words. On screen texts provide more symbols than printed texts including
flashing, animated and moving visual displays, sound and videos texts. These create
new possibilities for communicating meaning (Medwell, Moore, Wray, Griffiths, 2012).
However, a limitation that needs to be discussed, in relation
to my own future practice, is my ability to use multimodal texts to teach
literacy. As I have never had experience in using multi modal texts in the
classroom, more experience is needed to provide children with learning
opportunities through using multimodal texts. This will not only increase my confidence
levels as a teacher but also provide many learning outcomes for children. This
is supported by Dean (2010) who
suggests that it is important that teachers have opportunities to explore and
engage with a range of technologies in order to build the confidence to use
them with children.
Bearne,
E. (2003b) “Rethinking Literacy: Communication, Representation and Text,” Reading:
Literacy and Language, 37 (3).
Walsh, M. (2010) ‘Multimodal literacy: what does it mean for classroom practice?’ Australian Journal of Language and Literacy 33 (3) pp211 – 239
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