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Multimodal texts combine two or more modes such as written language, spoken language, visual (still and moving image), audio, gestural, and spatial meaning (The New London Group, 2000; Cope and Kalantzis, 2009). Creating digital multimodal texts involves the use of communication technologies, however, multimodal texts can also be paper-based or live performances.
PC Tools Performance Toolkit v 2.1.0.2151 Multilingual Incl Keygen HuNtEr
The Victorian Curriculum recognises that students need to be able to create a range of increasingly complex and sophisticated spoken, written, and multimodal texts for different purposes and audiences, with accuracy, fluency and purpose.
Creating multimodal texts is an increasingly common practice in contemporary classrooms. Easy to produce multimodal texts including posters, storyboards, oral presentations, picture books, brochures, slide shows (PowerPoint), blogs, and podcasts. More complex digital multimodal text productions include web pages, digital stories, interactive stories, animation, and film.
Student authors need to be able to effectively create multimodal texts for different purposes and audiences, with accuracy, fluency, and imagination. To do this, students need to know how meaning is conveyed through the various modes used in the text, as well as how multiple modes work together in different ways to convey the story or the information to be communicated.
Students need to know how to creatively and purposefully choose how different modes might convey particular meaning at different times in their texts, and how to manipulate the various combinations of different modes across the whole text to best tell their story (Jewitt, 2009). See: Modes.
Multimodal texts containing elements of other languages support EAL/D students to engage and achieve at school. They use the language and social abilities that they develop outside of school in classroom communication and tasks. These include translating, combining more than one language to communicate and learn, and using diverse linguistic and cultural practices when they communicate.
When EAL/D students use all their language abilities in a learning task, they make connections between existing and new knowledge. It enhances engagement and affirms their identities as learners who can integrate their knowledge of multiple languages to communicate, learn a new language and learn a new language.
EAL/D students learn to think critically about the purpose and function of each language they use in a multimodal text. Using the teaching and learning cycle, the teacher explicitly teaches the language and text structures that students need to complete these tasks.
EAL/D student authors who can use English and their language to create texts for multilingual audiences can, with support, choose how different multimedia modes and different languages combine in a text. It allows students to make creative and purposeful decisions about how to communicate effectively to particular audiences.
The choice to include elements of other languages in a text is an overt and concrete means by which students can develop their skills as text analysts. They detect and analyse underlying values, beliefs, views, and discern reader/viewer position within the text.
Below are examples of different forms of texts students might create in the classroom. The complexity of creating texts increases proportionately with the number of modes involved and the relationships between the various semiotic, or meaning-making, systems in a text, as well as the use of more complicated digital technologies.
Complex digital multimodal texts include live-action films, animations, digital stories, web pages, book trailers, documentaries, music videos. Meaning is conveyed through dynamic combinations of various modes across written and spoken language, visual (still and moving image), audio, gesture (acting), and spatial semiotic resources. Producing these texts also requires skills with more sophisticated digital communication technologies.
The skilled multimodal composition requires students to know the subject or field of the text, textual knowledge of how to best convey meaning through the text; digital multimodal authoring also requires knowledge of the technology and of the processes required to produce innovative digital media productions (Mills, 2010).
Textual knowledge encompasses both semiotic knowledge and genre. Semiotic knowledge concerns how each mode conveys meaning in different ways in the text, where each mode has its specific task and function (Kress, 2010, p. 28) in the meaning-making process.
Multimodal authors also need to be able to imaginatively combine different modes in various strategic arrangements throughout the text, for example, print and visual semiotic resources in a picture book, to effectively and creatively convey the meaning required.
Genre concerns knowledge of the social functions and contexts in which a text is produced and used, and how the text is organised and staged to meet a specific social purpose (Martin, 2008). Like writing, the successful multimodal composition includes consideration of purpose, audience and text type (for example, to entertain, inform, or persuade).
Technological knowledge concerns knowledge of the technical content as well as of the processes required to produce innovative digital media productions, including knowledge of the machines involved and the media applications (Mills, 2010, p. 224).
Effectively teaching students how to create multimodal texts requires new and diverse literacy skills and semiotic knowledge which, by necessity, extend beyond the realms of traditional print-based literacy into other learning disciplines.
Students need to develop increasing control over the different semiotic contributions of each of the modes deployed, and at the same time, attend to creatively combining modes into a meaningful whole (Hull, 2005, p.234). In addition, pedagogic attention to any technical requirements is also essential.
For EAL/D students to produce multilingual multimodal texts, they might engage in the pre-production stage using their strongest language to achieve depth in their ideas. This may mean students plan a multimodal text using a storyboard with descriptions in their home language. They can then discuss and refine their ideas with the teacher or other students using English.
If students create multimodal texts that include home languages, they may work with the same language peer, bilingual staff member or parent to check and edit work that will be published. However, the EAL/D student must assume responsibility for discussing and reporting their work in English with peers and the teacher.
The production stage is where the text is composed or produced. Production can be a simple process using familiar tools and resources or can involve learning to use more complex digital tools including cameras, recording equipment, or digital applications and software.
The teacher may need to explicitly teach EAL/D students the use of the equipment and technical skills needed to capture and create digital multimodal texts. The teacher may provide reference materials with annotated visuals to support students in learning the technical language associated with production skills.
In the post-production stage filmed shots or recorded audio segments, are edited using a digital editing program to remove sections, order information, and add in introductions, titles, music, visual and sound effects.
The teacher explicitly teaches EAL/D students the technical skills needed to edit and manipulate multimodal texts. In addition to the general editing skills, the teacher may need to find a 'knowledgeable other' to teach students specific multilingual skills such as typing in different scripts or using translation apps.
Textual knowledge, both semiotic and genre, as well as technological knowledge required need to be explicit, stated and incrementally taught (Christie and Macken-Horarik, 2007). Competent digital authoring requires coherent and systemic levels of pedagogical attention and support, in the same ways that writing is taught and valued in schools (Burn, 2006).
Dependent on the year level, the selected text and the teaching focus, whole texts or text extracts can be used. See visual metalanguage for examples of visual semiotic resources, and the teaching and learning cycle for further guidance.
The New London Group. (2000). A pedagogy of Multiliteracies designing social futures. In B. Cope and M. Kalantzis (Eds.), Multiliteracies: Literacy Learning and the Design of Social Futures (pp. 9-38). South Yarra: MacMillan.
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