Designing Learning for Multimodal Literacy: Teaching Viewing and Representing

✍ Scribed by Fei Victor Lim, Lydia Tan-Chia

• Publisher: Routledge
• Year: 2022
• Tongue: English
• Leaves: 170
• Series: Routledge Studies in Multimodality
• Category: Library

✦ Synopsis

Designing Learning for Multimodal Literacy addresses the need to design learning for multimodal literacy in a world that is increasingly saturated with print and digital media.

In the current age, communication and interactions on social media are seldom made with language alone but are often accompanied with emojis, images, and videos, making meanings multimodally. Young people, including children, are also increasingly active in making videos of themselves, their ideas, and their experiences as part of their out-of-school literacy activities. In particular, for language teachers, the present shifts in our world require that teachers re-examine what they teach and how they can meaningfully and effectively teach the students in their classes today. At 8 years old, Alden created his own rap music video and shared it with the world. He wrote his own lyrics and set it against the music he remixed and meshed from a music download site. Alden is in your classroom today. As his teacher, what would you teach him? How would you engage him? Alden, and children like him, is the inspiration for why the authors have written this book. The changing times and changing learners place a demand on educators to continually reflect on what and how teachers are teaching their students – to ensure that learning in school remains relevant, relatable, and prepares them for the world of the future. Lim’s book outlines how teachers can design learning for multimodal literacy. It is a result of a collaboration between an educational researcher and a curriculum developer, and offers practical resources for practitioners but also design principles and considerations based on practice with a range of students to inform and inspire academics and postgraduate students.

It is poised to contribute to the global conversation and interest on how educators can reflect on the zeitgeist of the digital age and design learning for multimodal literacy.

✦ Table of Contents

Cover
Endorsement Page
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of Figures
List of Tables
Preface
Acknowledgements
Foreword by Len Unsworth
Chapter 1: Learning in the Digital Age
1.1 Changing Times, Changing Learners
1.2 Multiliteracies in the Curriculum
1.3 Multimodal Literacy
1.4 Designing for Learning
1.5 A Project on Multiliteracies
1.6 About the Book
1.7 Why This Book?
References
Chapter 2: Designing for Multimodal Literacy Learning
2.1 Towards Designing for Multimodal Literacy
2.2 Knowledge Processes in Multiliteracies
2.3 Learning Processes in Multimodal Literacy
2.3.1 Learning Process: Encountering
2.3.2 Learning Process: Exploring
2.3.3 Learning Process: Evaluating
2.3.4 Learning Process: Expressing
2.4 Pedagogic Metalanguage for Multimodal Literacy Learning
2.5 Designing for Multimodal Literacy
2.5.1 How to Design for Multimodal Literacy Learning?
2.5.2 What to Design for in Multimodal Literacy Learning?
2.6 Chapter Summary
References
Chapter 3: Multimodal Literacy Learning with Print Texts
3.1 Why Teach Multimodal Literacy with Print Texts?
3.2 Pedagogic Metalanguage for Print Advertisements
3.2.1 Integral Features in Print Advertisements
3.2.2 Ways of Interaction in Print Advertisements
3.2.3 Representation of Ideas in Print Advertisements
3.2.4 Interplay of Meanings in Print Advertisements
3.3 Vignette on Teaching Multimodal Literacy with Print Texts
3.3.1 Introduction
3.3.2 Context
3.3.3 Lesson on the Integral Features of Print Advertisements
3.3.3.1 Learning Process: Encountering
3.3.3.2 Learning Process: Exploring
3.3.3.3 Learning Process: Evaluating
3.3.4 Lesson on the Ways of Interaction with Print Advertisements
3.3.4.1 Learning Process: Exploring and Evaluating
3.3.4.2 Learning Process: Evaluating
3.3.5 Lesson on the Representation of Ideas in Print Advertisements
3.3.5.1 Learning Process: Exploring
3.3.5.2 Learning Process: Evaluating
3.3.6 Lesson on the Interplay of Meanings in Print Advertisements
3.3.6.1 Learning Process: Exploring
3.3.6.2 Learning Process: Exploring
3.3.6.3 Learning Process: Evaluating
3.3.7 Lesson on Multimodal Composing with Print Advertisements
3.3.7.1 Learning Process: Exploring and Evaluating
3.3.7.2 Learning Process: Expressing
3.3.8 Lesson on Presentation of Print Advertisements (Multimodal Composing)
3.3.8.1 Learning Process: Expressing
3.3.9 Ann’s Reflections
3.4 Chapter Summary
References
Chapter 4: Multimodal Literacy Learning with Digital Texts
4.1 Why Teach Multimodal Literacy with Digital Texts?
4.2 Digital Texts
4.2.1 Defining Digital Texts
4.2.1.1 Dynamic Nature of Digital Texts
4.2.1.2 Interactive Nature of Digital Texts
4.2.2 Engaging with Digital Texts
4.3 Pedagogic Metalanguage for Videos
4.3.1 Integral Features of Videos
4.3.2 Ways of Interaction in Videos
4.3.3 Representation of Ideas in Videos
4.3.4 Interplay of Meanings in Videos
4.4 Vignette on Teaching Multimodal Literacy with Digital Texts
4.4.1 Introduction
4.4.2 Context
4.4.3 Lesson on Picture Book
4.4.3.1 Learning Process: Encountering and Exploring
4.4.4 Lesson on Video Narrative
4.4.4.1 Learning Process: Encountering
4.4.4.2 Learning Process: Exploring and Evaluating
4.4.5 Lesson on Representing
4.4.5.1 Learning Process: Expressing
4.4.6 Grace’s Reflections
4.5 Chapter Summary
References
Chapter 5: Teaching Digital Multimodal Composing
5.1 Why Teach Representing of Multimodal Texts?
5.2 Multimodal Composing
5.3 Knowledge Bases for Digital Multimodal Composing
5.3.1 Multimodal Literacy Knowledge Base
5.3.2 Design Thinking Knowledge Base
5.3.2.1 Understand the Audience (Empathy)
5.3.2.2 Develop the Message (Define)
5.3.2.3 Brainstorm Possibilities (Ideate)
5.3.2.4 Create a Draft (Prototype)
5.3.2.5 Improve from Feedback (Test)
5.3.3 Digital Technologies Knowledge Base
5.4 Vignette on Teaching Digital Multimodal Composing
5.4.1 Introduction
5.4.2 Context
5.4.3 Lessons on Multimodal Literacy
5.4.3.1 Learning Process: Encountering and Exploring
5.4.3.2 Learning Process: Exploring
5.4.3.3 Learning Process: Evaluating
5.4.4 Lessons on Design Thinking
5.4.4.1 Learning Process: Exploring and Evaluating
5.4.4.2 Learning Process: Expressing
5.4.5 Lesson on Digital Technologies
5.4.5.1 Learning Process: Expressing
5.4.6 Lesson on Presentation of Artefacts
5.4.6.1 Learning Process: Expressing
5.4.7 Lynn and Nisa’s Reflections
5.5 Chapter Summary
References
Chapter 6: Integrating Language and Multimodality
6.1 Why Integrate Language and Multimodality?
6.2 A Grammar of Transposition
6.2.1 Meaning Forms
6.2.1.1 Written Text
6.2.1.2 Speech
6.2.1.3 Sound
6.2.1.4 Body
6.2.1.5 Objects
6.2.1.6 Space
6.2.1.7 Image
6.2.2 Functions of Meaning
6.2.2.1 Reference
6.2.2.2 Agency
6.2.2.3 Structure
6.2.2.4 Context
6.2.2.5 Interest
6.3 Vignette on Integrating Language and Multimodal Literacy
6.3.1 Introduction
6.3.1.1 Context
6.3.2 Lesson on Multimodal Literacy
6.3.2.1 Learning Process: Encountering and Exploring
6.3.3 Lessons on Language Learning
6.3.3.1 Learning Process: Evaluating
6.3.4 Lessons on Multimodal Composing
6.3.4.1 Learning Process: Expressing
6.3.5 Wen Yen’s Reflections
6.4 Chapter Summary
References
Chapter 7: Growing Designers of Learning
7.1 Teachers as Designers of Learning
7.1.1 Choosing Ways of Knowledge Representation
7.1.2 Considering the Pedagogic Interactions
7.1.3 Contributing to the Learning Experience
7.2 Recontextualising the Curriculum to Teaching and Learning
7.2.1 Teachers’ Beliefs and Agency in Recontextualisation
7.2.2 Professional Learning in Recontextualisation
7.3 Translating from Theory to Practice
7.4 Design-Based Research for Teachers’ Professional Learning
7.4.1 Design-Based Research Is Pragmatic
7.4.2 Design-Based Research Is Grounded in Theory
7.4.3 Design-Based Research Is Iterative
7.4.4 Design-Based Research Is Integrative
7.4.5 Design-Based Research Is Contextual
7.5 Chapter Summary
References
Chapter 8: Advancing Multimodal Literacy Learning
8.1 Students’ Interests
8.2 What Students Want in Multimodal Literacy Learning
8.2.1 Importance of Students’ Perspectives
8.2.2 Singapore Students’ Perception of Multiliteracies Learning
8.2.3 Disconnect between Home and School Literacy Practices
8.2.4 Preference in Keeping Worlds Apart
8.2.5 Spectre of Assessment
8.3 Assessing Multimodal Literacy
8.3.1 Bridging Curriculum and Assessment
8.3.2 Designing Assessment for Multimodal Literacy
8.4 Policy Recommendations for Advancing Multimodal Literacy Learning
8.4.1 Broadening the Literacy Curriculum
8.4.2 Growing Teachers as Designers of Multimodal Literacy Learning
8.4.3 Aligning Assessment with Curriculum
8.5 Research Agenda for Multimodal Literacy
8.5.1 Critical, Creative, and Culturally Responsive Pedagogies
8.5.2 Explicit Teaching of Multimodal Literacy
8.5.3 Concerns over Multimodal Assessment
8.5.4 Balancing the Cognitive with the Affective and Embodied in Learning
8.5.5 Understanding the Lifeworld of Youths for Educational Justice
8.6 Conclusion
References
Index