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What is Multimodal Literacies

Chapter 17
Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education
Language and literacy experiences and events that include multimodal ways of learning such as video, audio, video games, and digital reading, writing, and media production.
Published in Chapter:
Using Multimodal Literacies to Support Language Development for English Language Learners
Peggy Semingson (The University of Texas – Arlington, USA) and Carla Amaro-Jiménez (The University of Texas – Arlington, USA)
Copyright: © 2017 |Pages: 19
DOI: 10.4018/978-1-5225-0897-7.ch017
Abstract
This practitioner-oriented chapter focuses on ways that teacher educators can foster English Language Development using a multimodal and multiple literacies approach (e.g., Gee, 2003). Specific methods and digital tools that prepare educators to use technology to foster English Language Development are described and specific resources that can be used are identified. Connections to theory and recent related research provide a strong rationale for broader implementation of multimodal and digital literacies into a wide variety of teacher preparation courses and programs across global contexts in online, blended, and face-to-face classes within teacher preparation programs. We focus on both low-tech and high-tech options to address the issues of digital divide and access to technology in the United States and beyond.
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Chapter 6
Scaffolding Digital Writing and Storytelling in Online-Only Teacher Education Courses
Literacies that move beyond print-based literacy into visual, audio, and/or video-based modalities.
Published in Chapter: Scaffolding Digital Writing and Storytelling in Online-Only Teacher Education Courses; From: Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development
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Chapter 10
Literacies of the Body: Opening the Doors of the Mind Through Embodied Learning and Imaginative Processes
Literacies that can be written, spoken, aural, tactile, gestural or any mix of these.
Published in Chapter: Literacies of the Body: Opening the Doors of the Mind Through Embodied Learning and Imaginative Processes; From: Handbook of Research on Bilingual and Intercultural Education
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Chapter 1
Critical Reading, Critical Literacy, and Critical Classrooms: The Power of Using Picturebooks With Preservice Teachers
Applying meaning-making strategies to multiple types of messages (printed text, images, etc.). Also called multiliteracies.
Published in Chapter: Critical Reading, Critical Literacy, and Critical Classrooms: The Power of Using Picturebooks With Preservice Teachers; From: Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education
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Chapter 8
Multiliteracies Performance Assessment Zones (MPAZ): A New Tool to Explore Multimodal Interactions for Virtual Learning
The term refers to the proliferation of multimodal texts and the significance of all the semiotic resources and modalities in meaning making. Incorporated in the concept, is the acknowledgement that we communicate not only in linguistic modes, but also through visual, spatial, gestural, and audio.
Published in Chapter: Multiliteracies Performance Assessment Zones (MPAZ): A New Tool to Explore Multimodal Interactions for Virtual Learning; From: Cases on Immersive Virtual Reality Techniques
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