Multimodal Representations of Knowledge and the Secondary English Language Arts Classroom

Multimodal Knowledge Representations

Multimodal representations of knowledge are pervasive because of access to digital ecologies and tools. Instead of displaying knowledge solely through writing assignments, students can use a variety of tools not only to show knowledge but make meaning as well, “Multimodal texts combine two or more modes such as written language, spoken language, visual (still and moving image), audio, gestural, and spatial meaning” (Cope and Kalantzis). Instead of just completing an assignment, students become knowledge producers and produce “ a unique and valid artifact in the world” (Cope, 00:5:30-00:5:37).” As our society is changing and the types of learners are shifting multimodal representations of knowledge are vital to produce critical thinkers, meaning-makers, and problem solvers.

Instead of traditional knowledge transmission, where students glean information from a textbook or lecture hall, students can research the information themselves and decide on how and why they want to display the knowledge they have gained. Multimodal projects pair well with any discipline, but especially with English Language Arts. As a secondary educator, I have incorporated multimodality to promote deeper thinking and learning and allow students to personalize their learning. In my senior-level World Literature class, students read and analyze the play, Hamlet, by William Shakespeare. Instead of assigning a traditional essay, I now give a

The Hamlet Project

, simple and complex digital multimodal texts, for students to show evidence of their learning. For instance, students could independently or with a partner to design a mural that symbolizes plot and theme in the play, they could also compose a song or poem that reflects the plot and theme in the play. One pair composed a rap song empathizing with the character Ophelia’s plight and uploaded it to Soundcloud. Some students scripted and video recorded an entire scene in a different dialect. Some artifacts, though beyond the scope of my project are useful well beyond the classroom. Students at Morehouse College created a podcast on African American writes as part of a multimodal project- https://majorafamwriters.podbean.com. The possibilities are endless for students to learn deeply and express it creatively.

Multimodal representations of learning help students to “to effectively create multimodal texts for different purposes and audiences, with accuracy, fluency, and imagination” (Victoria State Government). The Hamlet project allowed my students to manipulate modalities to tell the story of their learning. Having to decide between modalities forces students to know and understand how meaning is conveyed to their respective audiences. Students are also learning how to use manipulate the modality to craft their best story and voice (Jewett).

Supporting students in multimodal learning required educators to go beyond their realm of expertise. Teachers have to depend on experts in other fields of discipline to support their students’ new literacy and competencies. I had to call on the art and digital video teachers in my building to support my students’ development and artifact creation.

Multimodal representations of knowledge are a vital way to increase our students’ competency, create new literacy, and for students to effectively, creatively and imaginatively tell their own story.

Works Cited

Active Knowledge Making, Part 2B: Hierarchical or Horizontal Knowledge Relations, 28 June 2020,

https://www.coursera.org/learn/elearning/lecture/VNsdt?t=233

Cope, B., and Kalantzis, M. (2009). A grammar of multimodality. The International Journal of Learning, 16(2), 361-423.

“Creating Multimodal Texts.” Department of Education and Training Victoria, www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/multimodal/Pages/createmultimodal.aspx.

Jewitt, C. (ed.) (2009). The Routledge Handbook of Multimodal Analysis, London: Routledge