Multimodal texts

 

Having the opportunity to use Powerpoint in a different way that I normally would, was a good learning experience. I found that using this programme to create multimodal texts was really useful and have many ideas and ways that it could be used within the classroom. I created a book in which as a class or small groups, the children and teacher can work together as literacy detectives to retell a story. One benefit of using this would be on the fact that you could differentiate very easily and that this resource could easily fit a variety of different literacy lesson focuses.

In our society, there is an increase in growth of the knowledge, understanding and use of technology both inside and outside of the classroom. Through the increase of technology there is an increase in variety of teaching methods, tools and stimuli. One way of teaching is through using a multimodal text. The new national curriculum (2013) states that children are to access and produce multimodal/digital texts.  

Medwell, Moore, Wray and Griffiths (2012) highlight the increase of electronic and multimodal texts within the primary classroom. This idea ids furthered by Evans (2004) who claims that these types of technology are more relatable for children and enhance and engage them in their learning and education more actively. Therefore, it is clear that when thinking about literacy lessons and memorable learning we need to incorporate stimuli that children can relate to, which can be achieved through the use of multimodal texts, such as film, musical books etc.

However, Evans (2004) highlights the importance of using a variety of both traditional texts and new technologies in the classroom to ensure that children have access to develop a range of skills, while also ensuring they understand the importance of spelling, grammar etc., rather than just relying on technologies with spell check (Merchant, 2001). Conversely, Bearne (2003) argues that all forms of a text are multimodal and get the children thinking and developing their ideas.

 

Bibliography:

-          Bearne, E. (2003) Rethinking Literacy: communication, representation and text in reading UK

-          Evans, J. (2004) Literacy moves on: Using popular culture, new technologies and critical literacy in the primary classroom. David Fulton Publishing LTD.

-          Merchant, G. (2001) ‘Teenagers in cyberspace: language use and language change in Internet chatrooms’ Journal of Research in Reading 24:3 (pp 293-306).  

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