e-Learning Ecologies MOOC’s Updates
MULTI LITERACIES USING MULTIMODALS
MULTILITERACIES USING MULTIMODALS:
Multi literacies a term set from the singular term literacy, the former term goes beyond standard writing and speaking to non -linguistic representations and ways of communicating that includes, but are not limited to the use of technology.(adapted from Jewitt,2008)
Learning to communicate comes naturally, whether it is considered from a behaviorist, cognitive or human perspective. Communication on paper, on screen or by media may actually be far more complex than we consider. Today's technology helps us to see that even reading and writing are not isolated skills.
Teaching new literacies:
To internalize new learning , teachings must be connected to prior knowledge or real life.
To enable students to realize new abilities and freedom through a critical framing perspective.
It is essential to balance a variety of strategies and techniques, as students are complex beings. Hence a comprehensive approach that acknowledge importance of both forms( phonemic awareness ,etc.) and function(comprehension purpose) of the literacy processes and recognizes that learning occurs most effectively in a whole-part-whole context. (Morrow & Dougherty, 2007, p.9)
VISUAL / SEEING
Skills such as visual awareness, visual tracking and visual discrimination has an impact on learners literacy development. In multi literacies , teachers must be conscious of the need of students to visually navigate and observe the elements of visual modes of communication
For example: The structure of digital texts is such that it provides options where to start reading a text.
( Jewitt,2008 p.259)
AUDITORY / HEARING
Auditory perceptions has a tremendous impact on a learners literary development. And with respect to multi literacies which is naturally multimodal. Being able to sequentially and spatially grasp sounds provide greater audio representations.
KINESTHETIC
To create a balance between different strengths and weaknesses, it is possible through multimodal literacies approach. From basic kinesthetic learning styles to concentrated brain gym activities, movement has been long associated with greater brain activity and enhanced memory ability.( Kaplan et al. , 2012) From a multi literacy perspective the important modes of communication are gestures, body language etc.
Multi literacies are multimodal ways of communicating through linguistic, visual, auditory, gestural and spatial forms, including electronic, digital, visual and print based as well as techno literacies (Hill,2007,p.56)
Literacy in the 21st is adapting to the needs of the learner that are multimodal rather than purely linguistic. Children's multi literacies learning comes under 4 categories which make up a framework called multi literacy map.
This framework enables educators to analyze the depth and complexity of young minds, understanding and making knowledge.
FUNCTIONAL USER:
-Locating , using signs and icons
Selecting and operating equipment
Moving between mediums like cameras, videos, computer
MEANING USER:
Understanding multimodal signs
purpose of text and text form.
connecting prior knowledge
CRITICAL ANALYZER:
Discourse analysis
Equity
Appropriate software/hardware
TRANSFORMER:
Using skills and information acquired in new ways
designing texts, producing new texts (Hill, 2007,p.59)
For effective , vital participation in the 21st century skills both the concepts print and digital literacy go hand in hand. Learners of this century are expected to more than just reading, writing, speaking, listening to able to decipher, achieve knowledge, express ideas through a range of different medias.
TEACHER'S knowledge of Multi literacy:
For teachers to incorporate multi literacies into classroom , they must have thorough knowledge of how signs and symbols convey meaning. Thus multimodal texts become a key aspect by
demonstrating a variety of ways to convey/communicating meaning
teaching learners that there's more to reading than print based texts
playing a critical role in present and future learning of students.
DESIGN ELEMENTS of multi modal texts:
Linguistic design denotes language, how messages are conveyed.
Audio design implies sound, speech
Spatial design imparts spacing, layout
Visual design conveys perspective, position
Gestural design implies gestures , body language , creating an atmosphere
Design elements fit with learning when learners
1) explore different ways of expressing emotions like verbal, facial expressions etc.
2) understand that language can be used to express needs, likes, dislikes
3) create texts that adapt language features and patterns encountered in literacy texts.
REFERENCES:
https://slideplayer.com/slide/5368032/
https://slideplayer.com/slide/6032944/
https://www.slideshare.net/nzagalo/videogames-and-multimodal-literacy
https://www.slideshare.net/leedersled/multimodal-multiliteracy
https://www.slideshare.net/tiffanykelly315/teacher-researcher-group-1?next_slideshow=1
https://www.slideshare.net/spans29/teaching-in-the-21st-century-multimodal
Thanks for sharing the information about multiliteracies. Based on the lectures and discussions for our e-Learning Ecologies MOOC, it's clear that multiliteracies are important. To master a concept, or to help a student achieve a level of mastery, I agree it's necessary to address the concept from several different perspectives, and these complementary views can be facilitated with multimodal learning.
I'm wondering, though, which kinds of multiliteracy might be more important than others? I recently attended a Webinar about virtual teamwork tools, and the presenter cited a study finding that meaning (and thus understanding) depends primarily on visual and non-verbal communication, rather than audio.