Multimodal texts in the classroom

This blog will critically reflect on the implications of using multimodal texts with children. Multimodal texts can be accessed using more than one mode and are either printed, such as a picture book, or digital, such as a film clip (Anstey and Bull, 2010; and Walsh, 2010). During my last ICT seminar, I was able to create a multimodal text using PowerPoint [See previous post].

Through experience and relevant reading I have noticed many benefits of multimodal texts. After consideration of past blog posts, It is now apparent that we not only need to include printed texts within literacy, digital media also deserves a place within the curriculum (Medwell, Moore, Wray and Griffiths, 2012; Dean, 2010; and Pahl and Rowsell, 2005). Multimodal texts enhance children’s skills of making sense of images, sounds and words; skills required to enable us to engage and function within 21^st Century society. My role is now to model, teach and assess the different skills acquired through the experience of these multimodal texts.  (Anstey and Bull, 2010; DfE, 2013; and Dean, 2010). As mentioned in my first post, technology accommodates for a range of learning styles. It is now apparent that multimodal texts also welcome a range of learning styles. While solely text based texts take a linguistic approach to learning, multimodal texts offer a variety of approaches (Gardner, 2006; and Anstey and Bull, 2010). My Estonian Interactive Bootcamp experience supports this idea as I found that using multimodal texts supported EAL learners as they were still able to access some key themes within the texts without understanding the written text itself. Also, children often have vast experience of multimodal texts outside of the classroom; therefore they can relate to them and may have increased enthusiasm (Walsh, 2010). This means children are more likely to be engaged in lessons and therefore learn, showing the importance of implementing multimodal texts (Beauchamp, 2012; Dean, 2010; and BFI Education, 2003).  

There are also possible limitations concerning the use of multimodal texts with children. The biggest drawback I found was time; multimodal texts can be very time-consuming to produce. Likewise, these texts could also take longer to share with children in comparison to traditional printed texts due to their increased interactivity; however there are more opportunities for children to discuss ideas (Walsh, 2010). Furthermore, the issue of copyright related to the production of multimodal texts was brought to my attention within the seminar. A way to overcome this issue was identified in my week 4 blog post by using technologies like ‘Dropbox’ and explicit teaching of copyright (DfE, 2013; and Beauchamp, 2012). Additionally, we must ensure that the incorporation of these texts does not negatively interfere with the explicit teaching of reading, writing, grammar, spelling and punctuation (Walsh, 2010).  

I now have an increased understanding of how and why these texts should be used with pupils; I shall use this knowledge in future practice, taking into consideration the potential advantages and limitations discussed above.

Bibliography:

Anstey, M. and Bull, G. (2010) Helping teacher to explore multimodal texts. Curriculum Leadership Journal. 8 (16).Available at: http://www.curriculum.edu.au/leader/helping_teachers_to_explore_multimodal_texts,31522.html?issueID=12141 (Accessed: 26/02/2014).

BFI Education. (2003). Look Again! A teaching guide to using film and television with 3 to 11 year olds London: BFI.

Beauchamp, G. (2012) ICT in the Primary School. From Pedagogy to Practice. Essex: Pearson Education Ltd.

Dean, G., (2010) Rethinking Literacy. In: C. Bazalgette. (Ed.) Teaching Media in Primary School.  Sage: Media Education Association (MEA), pp. 51-60.

DfE. (2013) The National Curriculum. In Scholastic (Ed.) The National Curriculum in England: Handbook for Primary Teachers Key stages 1 & 2. Oxfordshire. Scholastic.

Gardner, H. (2006) Multiple Intelligences, New Horizons. New York: Basic Books.

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

Pahl, K., and Rowsell, J. (2005) Literacy and Education: Understanding the New Literacy Studies in the Classroom. London: Paul Chapman Publishing.

Walsh, M. (2010) ‘Multimodal literacy: what does it mean for classroom practice?’ Australian Journal of Language and Literacy. 33 (3) pp211 – 239.