Critical literacies, design elements of multimodal texts and what this means for contemporary text construction in our classrooms

Overview 

In this blog I will look at the following -

• Critical literacies
• Text production in contemporary times
• Design elements in multimodal literacies

CRITICAL LITERACY:

About CRITICAL LITERACY

Critical literacy is a stance, a mental posture, or emotional and intellectual attitude.

“Text” traditionally referred to written material. The meaning is broadening to include, for example, media texts, oral text, and graphic text. In this sense, text is not synonymous with textbook ("Connecting Practice and Research",2009).

Why is teaching critical literacy important?

* It teaches students important and empowering life skills.
* It teaches students about provenance. That is: to question the authenticity of a text and its contents and the reliability of the source of origin of a text.
* It teaches students to be effective text participants and critical thinkers.

"The development of critical literacy skills enables people to interpret messages in the modern world through a critical lens and challenge the power relations within those messages" (Coffey, 2013).

To learn more about critical literacy: 
Critical literacy presentation        

DESIGN ELEMENTS IN MULTIMODAL LITERACY:

The New London Group (2000) defines the design elements in multimodal texts as:

1. Linguistic
2. Visual
3. Audio
4. Gestural
5. Spatial
6. Multimodal (Clancy & Lowrie, n.d.)  

Multimodal texts are designed for a purpose: 

Multimodal texts are constructed in a  specific way so that the author can  depict an intended meaning using a variety of manipulated media.

Use of the 5 semiotic systems are required to effectively interpret multimodal texts:

Still do not understand why texts are designed the way they are? Check this out (this is a multimodal text by the way)-

"Teachers need to understand the codes and conventions of each of the 5 semiotic systems in order to make or convey meaning through them" (Anstey & Bull, 2010)

Shifting paradigms: the changing nature of texts -
Text production in contemporary times.

The following is a blog entry I did regarding changing literacies (in this instance wiki's).

PART B: CHANGING LITERACIES

CHAPTER 4: From Wikipedia to the Humble Classroom Wiki: Why we Should Pay Attention to Wikis

WHAT DID I READ THIS WEEK? -

This week it was my task to read chapter 4; From Wikipedia to the Humble Classroom Wiki: Why we Should Pay Attention to Wikis (Carrington, 2009, p. 65- 80).

* The use of a range of digital texts has been enabled by digital technologies.

* Many digital texts do not recognise authors or 'ownership' of texts in the traditional manner.

* Television and digital media is playing a role in our children 'losing their childhood' - with the emergence of so much digital media children are being exposed to subject matter with high adult content.

* Wiki is a type of website that allows anyone visiting the site to add, remove as well as edit all content, quickly and easily (http://Wikipedia.org/wiki/Wiki).

* A wiki allows collaboration in the way of writing and editing texts.

* The use of wikis has changed the way in which we view what an author is, and the way texts can be formed and distributed.

* Core uses for wikis are: Knowledge management, narrative builder, resource aggregator and value adding.

* Wikis can create a channel of communication for teachers/students/parents; it can create an on line community.

NOW - WHAT DO I THINK??

# When I was a child - back in the 80's - there was very limited media available - we watched some television (very 'innocent' programs), and we read books. No computers, no ipods, no laptops, no mobile phones. What we were watching, reading and participating in (socially) was very easy to monitor; we were not being exposed to 'adult' subject matter.

# If used in the right way wiki could be a very effective communicative tool for teachers, students and parents alike.

# A wiki is a fantastic way to teach students about collaborative work.

# I agree that digital media is playing a role in our children being exposed to way too much adult content. As teachers we need to be extremely wary of exactly what we are exposing our students to, we also need to be wary that some of what we are exposing students to may not be approved of by parents. Initially I think it is important to explain to parents the why/when/where/how of wikis - particularly those parents that may be technological immigrants. We need to point out the positives of the use of such digital media in our classrooms

THEREFORE -

- It is very important to teach our students about provenance - we need to teach it in an explicit manner. It is essential that they know how to judge whether what they are reading is a) Accurate and b) Appropriate

This may help minimise misinformation and assist students in becoming better informed participants of the digital world.

It is also important to educate parents on digital media as well. Many parents grew up in the same era as me (if not even earlier) - I grew up in the 80's, where our childhoods were very innocent. The development of so many different texts has changed the way our children grow up and how fast they grow up. Sometimes parents can have a very negative view of technology, so they may resent the use of it in the classroom - if they are better informed on why we are using it in the classroom they may become more accepting of its use.

An interesting article relating to teaching and learning in the interactive classroom: http://advan.physiology.org/content/30/4/135.full

Multimodal mural completed by Lisa Stevens with pictures retrieved from: http://images.google.com.au/

"Skilled multimodal composition requires new literacy design skills and knowledge to enable students to make informed choices within each of the communication modes and to strategically orchestrate the available meaning making resources to effectively construct multimodal meaning" (O'Brien, 2012)

A great link about creating multimodal texts: http://creatingmultimodaltexts.com/

More information and useful links:

* Article: Development of digital literacy skills.

* Critical Literacy: Educating all students to be active participants in a democratic society. 

* Slide show on critical literacy in the classroom.

* Multimodal literacy and what it means for classroom practice.

References

Anstey, M & Bull, G. (2010). Helping teachers to explore multimodal texts. Curriculum leadership website. Retrieved from http://www.curriculum.edu.au/leader/helping_teachers_to_explore_multimodal_texts,31522.html?issueID=12141

Clancy, S & Lowrie T. (n.d.). Researching multimodal texts: applying a dynamic model. Retrieved from http://www.aare.edu.au/02pap/cla02237.htm 

Coffey, H. (2013). Critical literacy. Retrieved from http://www.learnnc.org/lp/pages/4437

Connecting practice and research. (2009). Literacy Gains. Retrieved from  http://www.edugains.ca/resourcesLIT/CoreResources/Critical_Literacy_Guide.pdf

Gross, A. (2010, March 1). Semiotic analysis. Retrieved from http://www.youtube.com/watch?v=KfymPHC93Uc

Maiers, A. (2008). Critical literacy. Retrieved from http://www.slideshare.net/angelamaiers/critical-literacy-presentation#

Mattpwd (2012, April 10). Multimodal text song. Retrieved from http://www.youtube.com/watch?v=giITaOoMntY

O'Brien, A. (2012). Introduction to creating multimodal texts. Retrieved from http://creatingmultimodaltexts.com/

Ooms, N. (2011, November 16). Critical literacy in elementary. Retrieved from http://www.youtube.com/watch?v=giITaOoMntY

Paez, A. (2010). Critical literacy in the classroom. Retrieved from http://www.slideshare.net/anampaez/critical-literacy-in-the-classroom

Silverthorn, D.U. (2006). Teaching and learning in the interactive classroom. Retrieved from http://advan.physiology.org/content/30/4/135.full

Van Haren, R. (2013). Critical Literacy: Educating all students to be active participants in a democratic society. Retrieved from http://www.aate.org.au/view_article.php?id=8&page_id=48

Walsh, M. (2010). Multimodal literacy: what does it mean for classroom practice? Australian Journal of Language and Literacy 33(3), 211-239. Retrieved from http://www.alea.edu.au/documents/item/63

Wilhelm, J. (2009). The power of teacher inquiry: developing a critical literacy for teachers. Voices From the Middle, 17(2), 36-39. Retrieved from http://blogucation.edublogs.org/files/2010/01/critical-literacy-for-teachers.pdf

Wimba: people teach people. (2013). Critical Reflection. Retrieved from
http://studentweb.usq.edu.au/home/w0060002/EDU8415/Assign2_09.htm


Images retrieved from http://images.google.com.au/