"Single authorship is now an option, not a model in writing...the physical classroom extends beyond its brick walls, connected digitally to resources and learning partners". Multimodality is understood throughout the literature as the processing of multiple modes occurring concurrently with one another (Clary, Kigotho, Barros-Torning, 2013). Some of the modes that can occur simultaneously within multimodal activities include text, image, sound, gesture, modes focused on spatial or tactile activities etc. Multimodality has been termed as a “domain of inquiry” within which modes can be joined to communicate meaning in a rich, dynamic manner (Lotherington & Jenson, 2011, p. 230). The combination of various sign systems within multimodal activities provides opportunity for expression outside print creation (Binder, 2014). Multimodal learning requires that there is choice for the expression of meaning; choice allows for expression of literacy understanding in multiple ways (Binder, 2014).
Larson (2006) argues against literacy as “an autonomous set of neutral skills devoid of context” (p. 324). Rather, literacy practices are both multiple and complex. Literacy is used to express everyday needs, participate in social or cultural practices, and to document ideas for audiences in ways determined by the resources available at the time/place and the communicative systems accessible (Wolfe & Flewitt, 2010). To become literate one must learn proficiency in the modes of literacy used historically and presently, as well as those that are expected to become important (Wolfe & Flewitt, 2010). To make meaning within modern society, one must have the ability to create and deconstruct multimodal literacies. Permeating society are written messages that cannot be detached from the other modes they are associated with such as images, sounds, and numbers (Sandvik, Smordal, Osterud, 2012). Larson (2006) warns that if schools continue to focus on literacy as separate skills, “ignoring the multiple literacies young children use in their everyday lives”, the institution will become irrelevant (p. 325). The theory of multimodality is linked to the rise of digital technology but is not synonymous with it (Clary et al, 2013). However, the rise of digital technologies allow various modes to be configured, circulated, and recycled in a variety of ways which expands the multimodal potentials (Lotherington & Jenson, 2011). Multimodality is being expanded by digital technologies, which results in changes to ideas surrounding curriculum and accepted pedagogy in education (Lotherington & Jenson, 2011). Educators who promote digital technology in the classroom have recognized that literacy must be conceptualized within the broader social perspective, which recognizes and thrives within multimodalities (Lotherington & Jenson, 2011). Multimodalities support agency for children throughout the literacy process. Within multimodal literacy the child is not limited to developing a single ability decided for them, rather than by them. When children are empowered they are more likely to “reveal how they think, view, and situate themselves in the world” (Binder, 2011, p. 340). Allowing the child to choose how they represent their thoughts appreciates these views and attaches value to them; multiple modalities provide children with the tools necessary to do this. Multimodality and Literacy in School Classrooms - An Overview of Arguments by Jewitt (2008): Andrea Tochelli (2013), Prezi --- https://prezi.com/e_hml7s3fiyn/multimodality-and-literacy-in-school-classrooms-jewitt-2008/ Clary, D., Kigotho, M., & Barros-Torning, M. (2013). Harnessing mobile technologies to enrich adolescents' multimodal literacy practices in middle years classrooms. Literacy Learning: The Middle Years, 21(3), 49-60. Larson, J. (2006). Multiple literacies, curriculum, and instruction in early childhood and elementary school. Theory into Practice, 45(4), 319-329. doi:10.1207/ s15430421tip4504_5 Lotherington, H., & Jenson, J. (2011). Teaching multimodal and digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics, 31, 226-246. doi:10.1017/S0267190511000110 Sandvik, M., Smordal, O., & Osterud, S. (2012). Exploring IPads in practitioners' repertoires for language learning and literacy practices in kindergarten. Nordic Journal of Digital Literacy, 7, 204-220. Wolfe, S., & Flewitt, R. (2010). New technologies, new multimodal literacy practices and young children's metacognitive development. Cambridge Journal of Education, 40(4), 387-399. doi:10.1080/0305764X.2010.526589
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