Multimodal Literacy And The Classroom

As a future teacher of a fast-changing generation that searches restlessly for new interests, I believe that old and new must meet to keep the basic values of a balanced literacy. Focusing on prior knowledge, collaborating with colleagues, peers, families, and community, creating connections with our surrounding, and empowering students’ learning style throughout the process of gaining knowledge of reading and writing. Foremost, my personal philosophy of teaching literacy is based on constructivism and sociolinguistic, where hands on experience and guidance are priority in an informational world. To facilitate a child’s acquisition of literacy skills , as I plan for literacy instruction for my future classroom, I will take into consideration

New literacy is a new form of literacy that is made possible by digital technology developments. Technology and the use of digital media are incorporated in every aspect of a person’s life. Educators today now provided students with the skills they need to excel in a technology rich society (Gunter &Gunter, 2015).

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

For many decades now there has been a scope of definition for what “literacy” incorporates and those are the basics skills like reading, writing, and a variety of social and intellectual practices which involve basic communication skills, and hand and eye coordination. However, with the world of technology continually growing, and the level of diversity in the student population becoming vaster it has become necessary to also include speaking, listening, viewing, and visually aspects to the curriculum. One of the best ways to address a wide range of literacy is to pair the categories with each other based upon their connections in the real world. The categories include written language (reading & writing), spoken communication (listening & speaking), and visual language (viewing & visually representing). (Standards for the English Language Arts p. 6) Many of these can be done with a range of creative activities such as students being able to choose what they write about, share their own personal experiences in their writings, and then read them together; this helps the students stay engaged in the work they’re doing, and also increases their level of retention of the material. The importance of a student being engaged is best explained in the article “Adolescent Literacy: A Policy Brief” with, “The number of students who are not engaged with or motivated by school learning grows at

Both essays focus on children's ability to blend visual drawings and writing and how they interact with one another. In some classrooms young children are being urged to see drawing and writing separately rather than as a unified system of meaning making. Thomas Newkirk makes us think about how pictures relate to language in written texts, and Alexie Sherman explains how he had the help from comic books (graphic novels) and watching his dad's passion for reading help (sponsor) him want to learn how to read. They both believe that visual images communicate meaning. Its not just about the design and creativity but also about how culture and meaning are reflected, communicated and altered by images. This is visual literacy, it involves all the

Cross-curricular connections can help to engage a variety of readers through a variety of different types of texts as well as interests. For example, students could write their own anti bullying message after reading the book or could write a poem or song and present it to the class. Use of technology is a great way to engage the students in the lesson, help differentiate instructions for the students with varying learning needs and create an effective reading program. This book comes with a CD, and there is also a YouTube video that follows the same idea as the book and can be used for shared reading in the classroom. The book can also be placed at a listening centre where the students can practice different reading strategies in groups or independently, or create voice threads to record their thoughts about bullying or other

Linguistic instructional methods, such as reading and listening, activate the left side of the brain, while non-linguistic methods, which incorporate the senses and movement, activate the left side. As a result, engaging both sides of the student’s brain in the learning process, through a balanced plan of instruction, is important. Such an approach is also believed to improve a student’s ability to remember and apply that information in the future. In order to facilitate this, the teacher must include the use of non-linguistic representations or cues in their lessons to make challenging content comprehensible. Such elements as visual aids - like graphic organizers, pictures, illustrations or images; hands-on experiences including the use of manipulatives or physical models that students can touch, move and create; physical or kinesthetic techniques using movement including gestures such as hand movements to illustrate concepts; and demonstrations, modeling

Upon my completion of the VARK learning style quiz, my results indicated that I have a Multimodal learning preference. After reviewing what this truly means, my results signify that I learn best by typically having the same material presented to me in several different forms in order for me to grasp and learn the material. Whether it be hands on learning, listening to learn, visual learning, or learning by reading and writing; a combination of some or all depicts the best way I will learn and understand the matter.

After taking the questionnaire it was learned that some individuals, such as this author are multimodal learners. What multimodal means is you have multiple preferences. Majority of the

Creating a literacy-rich environment is one of the key elements of supporting children’s literacy development. Literacy-rich classrooms tend to look quite different than the traditional classroom, covered in pre-made posters and arranged with individual desks in rows, and instead, allow for teachers to design their classrooms with their students’ needs in mind. According to an article on the Sadlier School’s blog, all elements in a classroom must be meaningful, intentional, purposeful, and engaging when creating a literacy-rich classroom. This means that classroom design is created in a way that it provides frequent opportunities to be exposed to text via environmental print, instruction, and hands-on learning as well as encouraging communication and collaboration (Sadlier School, 2017).

Gunther Kress, in the article “Multimodal Discourse Analysis,” writes to his colleagues that, “...the aim of MMDA is to elaborate tools that can provide insight into the relation of the meanings of a community and its semiotic manifestations” (175). Which generally means coherence makes the text. Text will not mean what the author intends it to mean, it will mean what the reader interprets the text to mean. Kress shows how important every small detail is to the audience with examples and explanations. To be a MMDA you would have to look deeply into all modes, every small detail has a meaning. (178) The author talks about two different parking garage maps. They each have different layouts, colors, writings, images, and fonts. Every one of these

In general, learning often relies on a learner's sight to look at pictures or a learner's hearing to listen to what the teacher is saying and repeating the coming information. Multisensory teaching isn't just limited to these two skills of reading and listening. Instead, it engages the learners with the material in more than one way. In almost every time of multi sensory teaching, all senses (taste, smell, touch, sight, hearing and movement) of the learner will be used. The multisensory method of teaching is effective for all students, though it was used

Multiliteracies involves the specific approach to learning that enables children to engage all the senses and areas of learning through varied and different activities. Children are given the chance to enhance their learning through hearing, touch, taste, smell and sight. The five images show some of the different activities that can make up learning. The different aspects of multiliteracies are written, oral, gestural, tactile, spatial, visual and audio (Anstey & Bull 2006). Image 1 shows children listening and watching the teacher play the guitar, which includes visual and audio learning. The use of technology now plays a major part in education, and is used in various forms such as computers, IPads, smart boards and assistive technology,

Imagine this, your English teacher hands you a copy of a text and tells you to read and have a good understanding of the information by the next class period. Being the exceptional good reader that you are, you think, “no problem.” However, the text is about a tricky topic that has more of a biased appeal, meaning how it is interpreted is based on each individual’s opinion. While you’re reading you are having a tough time involving yourself in the text and deciding whether you agree or disagree with the story. To avoid situations like this, a writer will establish their genre as multimodal. Multimodal genre rhetorically helps a writer to connect and influence their readers with the use of various literary devices.

En ese sentido, en la producción investigativa del programa de la Maestría en Lingüística de la Universidad Pedagógica y Tecnológica de Colombia, se observa que desde el año 2011 solo ha habido dos investigaciones que parten de la preocupación por hacer un análisis de tipo multimodal. Una de ellas, es la que las autoras Rodríguez y Velásquez (2011) llevaron a cabo bajo el título de “Análisis crítico del discurso multimodal en la caricatura internacional del periódico The Washington Post”, en donde analizaron cuáles son los significados contenidos en las caricaturas internacionales