In What Ways Can Multimodal Literacies Engage Readers?

2021 ◽  
Author(s):  
Judith Franzak ◽  
Laurie Henry ◽  
Koomi Kim ◽  
Heather Porter ◽  
Thea Williamson
Keyword(s):  
Multimodal Literacies

scholarly journals A second grade teacher's innovations toward multimodal literacies in an urban primary school

2014 ◽  
Vol 16 (1) ◽  
pp. 21 ◽  
Author(s):  
K. Dara Hill
Keyword(s):  
Primary School ◽  
Discussion Groups ◽  
Interactive Whiteboard ◽  
Curriculum Materials ◽  
Second Grade ◽  
Social Worlds ◽  
High Performing ◽  
Multimodal Literacies

This study is an examination of a second grade teacher’s negotiation of multimodal literacies in a high performing urban primary school in Detroit. In spite of the school’s high performing record, teachers were required to adhere closely to paced curriculum and exclusive use of curriculum materials. A teacher and researcher collaboration implemented supplemental texts and negotiated innovations toward multimodal literacies with a theme entitled Fossils. An examination of peer-led discussion groups, peer-led reading logs and the focal teacher’s Interactive Whiteboard innovations demonstrates  deeper comprehension and enhanced participation due to linkages across texts and with students’ social worlds.

The Relation Between an English Language Textbook and a Teacher's Practice in a Brazilian Public School

2018 ◽  
pp. 183-199
Author(s):  
Maria Zenaide Valdivino da Silva ◽  
Antonia Dilamar Araújo
Keyword(s):  
Public School ◽  
Visual Literacy ◽  
English Language ◽  
Contemporary Society ◽  
Multimodal Approach ◽  
Language Teacher ◽  
Multimodal Literacies ◽  
Pedagogical Training ◽  
Teacher's Manual ◽  
The Relationship

Communication has become increasingly multimodal in contemporary society. This fact has prompted reflections on how pedagogical actions reflect these changes. In this chapter, the authors investigate the relationship between the multimodal approach of a textbook and the pedagogy of an English language teacher from a public school in Brazil. The theoretical bases of the study are Kress and van Leeuwen (2006), Jewitt (2008, 2009), Bezemer and Kress (2008, 2015), Callow (1999, 2006), among others. The study conducted by the authors is an ethnographic with descriptive and interpretative features. The main conclusions indicate that teacher's manual suggests adopting critical visual literacy, but it was not materialized in the activities. Both, teacher and textbook call students' attention to the images to teach language, rather than to explore critical visual literacy. They seek to develop the written code skill. Finally, the researchers suggest that textbooks should be designed and more pedagogical training about approaches that emphasize multimodal literacies should be promoted.

Arts-Based Pedagogy and Gender Equity

2021 ◽  
Author(s):  
Mindi Rhoades
Keyword(s):  
Socioeconomic Status ◽  
Gender Equity ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Meaning Making ◽  
Ability Level ◽  
Educational Approach ◽  
Multimodal Literacies ◽  
Learning Contexts ◽  
And Gender

Arts-based pedagogies hold incredible promise for education. Arts-based pedagogies provide unique, compelling pathways for teaching and learning that can permit entry to and support the success of all students regardless of gender, race, sexuality, religion, linguistic diversity, ability level, socioeconomic status, and other identity categories. Arts-based pedagogies can form the foundation of a transdisciplinary educational approach that centers contemporary understandings of multiple and multimodal literacies and meaning-making strategies useful to teachers across disciplines and in more integrated teaching and learning contexts. Crucially, when implemented through a critical framework, arts-based pedagogies can be equity-based pedagogies, allowing for the translation of research, teaching, and learning into awareness, understanding, creation, and activism.

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