Rethinking Literacy: multiple literacies & multi-modal texts

As has been expressed in various previous blog posts, digital literacy is a key component of the National Curriculum 2014 (DFE/QCA, 2013) as children should be “able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world” (DFE/QCA, 2013:188).  Similarly, the Primary National Strategy states the necessity for reading and writing both on paper and screen for different purposes, giving screen-based texts equal value (DFES, 2006).  Therefore, it is clear how multiple literacies and multi-modal texts are key components in the primary school classroom.  Medwell, Moore, Wray and Griffiths (2012) support the Primary National Strategy’s encouragement of expanding the definition of literacy as electronic texts are becoming more established in the classroom due to computers’ dominance in today’s world.  This is highlighted by Kress (2003:1) indicating that literacy incorporates “social, technological and economic factors”.

Creating a multi-modal text in the seminar expanded my view of the use of power-point.  I understand how children’s creation of multi-modal texts on power-point is beneficial for both their literacy and ICT skills.  Moreover, it is a creative stimulus as a teaching tool for reading stories as it can aid visual, audio and also kinaesthetic learning styles as it incorporates interactivity.  This can be seen through drag and drop activities with the use of a word bank, as experienced in the seminar, supported by Medwell et al (2012) who recognise electronic texts as a dialogue due to capabilities of computers able to adapt to individual learning styles.  This differs from a printed text’s passive features.  Reading multi-modal texts can nurture children’s recollection of words and comprehensibility as computers offer this support, as Reinking and Rickman’s (1990) research in Medwell et al (2012) suggested.

Additionally, the use of image is important within multi-modal texts, as has been debated within a prior blog post regarding comics and graphic novels.  As Jewitt (2008) advocates, image is as powerful as word, emphasizing the fact that there are other resources available for meaning making.  Within the multi-modal text I made, I included pictures to enhance the reading experience, as pictorial content can add educational value.  Children’s work can be redesigned through engagement with modes, image, animation and hypertext.  Therefore, children should learn which features are prominent within a multi-modal text.  Children need to learn how to access the elements in these (Jewitt, 2008) in order to gain educational significance.  This is because they have different functions from a sequential print-based text (Walsh, 2010).  However, the educational value can be questioned.  Many processes required for multi-modal accessibility are featured within recent digital products such as the iPhone (Walsh, 2010). Walsh (2010) queries if the processes involved actually develop cognitive abilities that are different from those used within print-based texts.  If there are no advanced cognitive abilities accessed within using multi-modal texts, the educational purpose could be questionable.

To conclude, the use of multiple literacies and multi-modal texts are becoming prevalent in the primary school classroom.  It is important to note that they can enhance teaching and learning opportunities as teachers still need to encourage children’s reading and writing using print (Walsh, 2010).  There are many educational factors within multi-modal texts as it can be a more interactive and engaging task, enthusing children’s learning.  I was motivated in creating my multi-modal power-point story as it was something different that I had not experienced before which involved much creativity.  Therefore, children should cherish using multiple literacies.  I will definitely incorporate the use of multi-modal texts in the classroom to support children’s reading and writing, together with speaking and listening skills.  Additionally, children’s ICT skills will develop.

 

Bibliography

DFE/QCA (2013) The National Curriculum in England, DFE/QCA

 

Jewitt, C. (2008) ‘Multimodality and Literacy in School Classrooms’ Review of Research in Education, 32, 241-267

 

Kress, G. (2003) Literacy in the new media age. London: Routledge

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

PNS (Primary National Strategy) (2006) Primary Framework for literacy and mathematics. DFES, Department for Education and Skills

Walsh, M. (2010) ‘Multimodal literacy: what does it mean for classroom practice?’ Australian Journal of Language and Literacy, 33 (3) pp. 211-239