Multimodal Texts

Multimodal texts communicate with the reader in more than one way, such as the using the reader’s senses, which can be done with and without technology. However, Medwell, Moore, Wray and Griffiths (2012) suggest that this type of literacy needs to be expanded ‘to include the reading and writing not only of printed texts but of electronic texts’ (2012:197).  Supporting this both The National Curriculum (2013) and the Primary National Strategy (2007) state that reading and writing should be taught through the use of ICT-based information texts (Medwell et al, 2012). Therefore, it is important children have opportunities to experience multimodal texts as they have become an essential part of the digital world and children need to be prepared for this (Walsh, 2010). 

The biggest challenge of using multimodal texts in school is ensuring the children have the skills to access the software. To learn about multimodal texts, we used PowerPoint and I feel confident with this piece of software. However, there were new features and tools that needed to learnt before I could start creating my multimodal text. Therefore, if children are not confident with their ICT skills then this needs to be resolved before multimodal texts are used. However, teachers and teaching assistants will also need a wealth of knowledge before creating multimodal texts to use with the class so this is a barrier for all users. Once I understood, I found it extremely simple to create a PowerPoint that used different strategies to engage the reader. The text was engaging and extremely interactive because the text could respond to the reader, which would not happen if a printed text were used (Medwell et al, 2012). Furthermore, multimodal texts are academically valuable to children as Reinking and Schreiner (Cited in Medwell et al, 2012:199) found that ‘readers’ comprehension of texts increases when they read electronic texts’ as definitions can quickly be provided which are more likely to be remembered’. Talking and listening and writing skills can also be developed as more aspects can be included through multimodal texts, such as colour and sound (Walsh, 2010) meaning the text becomes more engaging and motivating.

Finally, multimodal texts are naturally embedded within children’s learning (Walsh, 2010) as teachers instinctively use ICT across the curriculum. In my own practise, I will definitely embed multimodal texts into subjects, as it is another way to teach literacy skills. If both the teachers and children have the skills to access the software needed for multimodal texts, then it can be extremely effective yet simple. By teaching children with multimodal texts, they will be prepared for the future digital world.

Bibliography

DfE (2013) The National Curriculum in England 2013 [online] https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/244223/PRIMARY_national_curriculum3.pdf (accessed 25th February 2014)

DfES, (2007) Primary National Strategy, London

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

Walsh, M. (2010) Multi-modal literacy: What does it mean for classroom practice? Australian Journal of Language and Literacy 33 (3)