Multimodal Literacies

Pahl, K. & Rowsell, J., Literacy and Education, London: Paul Chapman Publishing, 2010.

CHAPTER 2 Pahl and Rowsell highlight the contents of this section as Multimodal here stands for any communication concept that can be used as literacy sources, such as written (linguistic signs), visual, gestural and tactile (we can see, smell, touch, and feel) concept. Texts as artefacts, Texts we use, Reading path, Materiality of texts, Multimodal literacy.

Texts as cultural artefacts: the object has a history (traces of practice), a material presence (does not have to be material, it can be abstract). Every object has a story to tell, Affordances (several things we can do using something, the use of something, optional act we can do with something) and Constraints (everything is related in use). Multimodality involves the complex interweaving of pictures, sounds, movement, etc.

In particular, regarding to the place for multimodality, Pahl and Rowsell stated “We see multimodality in popular media in such animated texts as Bob the Builder and Jimmy Neutron, which have been translated into different languages around the world. Multimodal texts such as these have ‘universal’ appeal and purpose, but meaning is made from them in local contexts.” Does the word “these” there refer to Bob the Builder and Jimmy Neutron? If it so, what does ‘universal’ there stand for? And contrastingly, the terms “local contexts” also appear. What does it mean? In the end, it is explained that as an educators, we need to consider new sets of practices with different users, the content, design and multimodality remain the same; so even though the modals are the same, some factors might differ the context and the use, and we have to fit which literacy artifact should be used in which class and in which level, am I right?

Ho, Caroline M.L., Transforming Literacy and Language, New York: Continium, 2011.

CHAPTER I: It is a paper written by Katina Zammit entitled Charting a Pathway: Embedding ICT and New Literacies into the Curriculum. This section discusses about how technology can help students’ literacy practices. In this case, the observed students are those who have been using information and communication technologies (ICT). Specifically, the use of technology for literacy practices in terms of education is mainly discussed here. Using New Learning Environment curriculum as the framework, this paper ICT can differ students’ educational outcomes. So, there are four points that are important in this section; the importance of technologies, the NLE curriculum framework, new literacies in classroom, and the comparison between pedagogical models for multiliteracies/new literacies with the pedagogical process adopted in the NLE framework.

New Learning Environment curriculum framework is a model of teaching plan that is connected to content area. I am personally very interested in the use of the NLE curriculum, because it brings sets of aspects that are strongly related to learners in teaching and learning process. In addition, this can be reflections for teachers for their previous teaching process (including the media and assessment used) and can be idea for them to do or introduce something new in developing their teaching and learning process.

Regarding to technology in learning process, it is widely known that not all students are able to use technology effectively. The wiki-web based learning process might increase students’ interest and knowledge regarding to the use of technology. However, if we as educators cannot design the lesson plan based on the context and students’ needs, this might be bad for our students. Especially in technology-related issue, individual and less psychomotor activity might be increased.  

Abrams, Sandra S.., Integrating Virtual and Traditional Learning in 6-12 Classrooms, London: Roudledge, 2015.

CHAPTER I: This section, under the title Integrating Virtual and Traditional Learning – The Online-Offline Connection, discusses about technology as multimodality in literacy practice. If the previous section of the previous book discuss about learners in general, Abrams here focuses on adult learners. This section talks about technology in education especially for adult learners, digital and traditional texts for formative and summative assessments, and technologies with limited or out-of-date resource.

Here, Abrams mentions that researches regarding to technology have been widely conducted; as the technologies improve, the study about it can be improved as well. However, the truth that a lot of classes still cannot use technology as their media in teaching an d learning process is still something uncommon; but actually, I think it is widely noticeable. Likewise, it is not a serious problem as long as the teaching and learning process can run so well and the lessons can be accepted by the learners. In addition, I have the same thought as Abrams about the online instructions that can be misconception. It happened when I was a an undergraduate student, the lecturer’s instructions, assignments and materials were more like aimed to improve our ability in operating the media, not to improve our comprehension of the course.

Therefore, whatever kind of text or media used in teaching and learning process, it should help/facilitate teachers and learners to succeed the objective of the learning.

Cope, Bill & Kalantzis, Mary, Multiliteracies, London: Roudledge, 2000.

CHAPTER IX: This section is the semiotic point of view about communication and representation; which these lead to literacy practices. There are several issues that are being discussed in this section; the connections of mode, materiality and medium, potentials and limitations of semiotic modes, Grammar and Multiliteracies (the example of the visual), the semiotics of the visual space, the semiotics of states of affairs in the represented world. I mention those stated points in order to make it easier for me to record the information about this. However, unfortunately, the more I read about these, the more I feel like I am getting lost.  

Developing, Demonstrating Understanding: locating the information with students center\critique information

Moral panic happens when an information shared causes panic in socitey.

Medium of communication: paper-based and digital

Building knowledge, Modeling, Join contructional impacts, indepent learning.

Thridspace VS Thirdplace. Thirdplace stands for the place when we do literacy at the same place, it will be bored, etc. Then other places (park, caffe, etc are the thridplace)