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Multimodality Symposium 2014 (Mora, Cano, Salazar Patiño, Hernandez & Mollan) - Aug 5, 2014 Universidad de Antioquia

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Raúl A. Mora, Ph.D.

on 29 October 2015

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Transcript of Multimodality Symposium 2014 (Mora, Cano, Salazar Patiño, Hernandez & Mollan) - Aug 5, 2014 Universidad de Antioquia

Symposium by
Raúl Alberto Mora, Ph.D., Rubén Cano,
Tatiana Salazar Patiño, Michael Hernández, and Melanie Mollan

Escuela de Educación y Pedagogía, Universidad Pontificia Bolivariana
Sede Central Medellín

Symposium Organized by:
MM Video by Rubén Cano,
Deninson Vásquez & Christian González
ML2 Students
Discussions on alternative literacies (Mora Vélez, 2010) - an emerging research matter in second language teacher education in the Latin American and Colombian contexts (Mora, 2011b).
Recent examples of research on multimodality in Latin America (Kalman & Street, 2013; Monte Mór, 2010), Colombia is still rather absent from these discussions.
Few examples about how to incorporate multimodality in our undergraduate and graduate teacher education programs and research studies (Mora, 2013a)
The need to raise larger questions about the effect of these ideas in teacher education and research for the promotion of more equitable language and classroom practices.
Rationale behind symposium
Video by Beatriz Garcés,
ML2 Student
Our intention
To illustrate how we have incorporated multimodality (Kress, 1997, 2003, 2010) in our reflections on English education at Universidad Pontificia Bolivariana.
To highlight how the production of multimodal texts triggered larger reflexivity moments about present and future classroom practices.
To show how the design of synaesthetic (Kalantzis & Cope, 2012) texts provides a more comprehensive outlet for discussions about language learning and teaching.
To discuss how incorporating multimodality within teaching and research may help find more interesting and equitable pedagogical proposals to approach the learning and teaching of second languages (Mora, 2013).
Video by Joán S. Isaza, Valeria Villalba, Leidy Martínez, & Paula Santacruz
BA in English-Spanish Ed Students
Today's text: linguistic and semiotic dimensions (Mora, 2013)
Modes - communicative resources (Kress, 2010)
The print word is just
among different possibilities to convey meaning
"One picture is worth a thousand words"
Today, the picture does need the thousand words... and colors, images, sounds, etc.
Modes as Semiotic Resources
Video by Giselle Isaza,
ML2 Student
Presentation 1 - Raúl A. Mora
An Introduction to the Concept of Multimodality
Presentation 2 - Rubén Cano
Multimodal Texts: A Practical Experience in the M.A. Program at UPB
Presentation 3 - Tatiana Salazar Patiño
Multimodal Texts: Video and Web Design Examples
Presentation 4 - Michael Hernández
Multimodal Videos as Communicative Competence
Presentation 5 - Melanie Mollan
Multimodality Experience: Philosophy of Teaching Statement
Discussion - What should you keep in mind when designing multimodal texts in your classes?
An Introduction to the Concept of Multimodality
Raúl Alberto Mora, Ph.D.
Assistant Professor, Education and Pedagogy Graduate Programs at UPB-Medellín
LSLP Director
What is Multimodality? A working definition
Video by Maryori Giraldo
BA in English-Spanish Ed Student and LSLP Student Researcher
Website by Nathalie Gómez,
BA in English-Spanish Ed Student and LSLP Student Researcher
Multimodal design (Cope & Kalantzis, 2009) deals with the integration (synaesthesia [Kalantzis & Cope, 2012]) of the modes
Combining modes is not enough. Combination alone overlooks the semiotic element of design, focusing on the outlet (e.g. YouTube video) than on the message itself.
Multimodal texts feature a unified message that integrates the modes (whether by resonance or dissonance) to convey richer, more complex meanings (Kress, 1997, 2010)
Integration (Synaesthesia)
"Multimodality is the
of a set of
(e.g. sound, color, text, images, etc.)
as resources
for sending a
." (Mejía-Vélez & Salazar Patiño, 2014)
Video by James Acevedo
BA in English-Spanish Ed Student
Intention, Design, Meaning
Image from LSLP,
English Literacies and Urban Cultures in ‘Medellín City’
Important Considerations for Multimodal Design
Multimodality: References
Background image property of LSLP (c) 2013
Next: Student Experiences with Multimodal Design
Albers, P. & Harste, J. (2007). The arts, new literacies, and multimodality. English Education, 40(1), 6-20.
Cope, B. & Kalantzis, M. (2009). A grammar of multimodality. The International Journal of Learning, 16(2), 361-425.
Kress, G. (1997). Before writing: Rethinking the paths to literacy. London, UK: Routledge.
Kress, G. (2000). Multimodality: Challenges to thinking about language. TESOL Quarterly, 34(2), 337-340.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London, UK: Routledge.
Lorenzatti, M. d. C. (2013). When illiterate isn’t illiterate. Reading reality in a multimodal way. In J. Kalman & B. Street (Eds.), Literacy and numeracy in Latin America: Local perspectives and beyond. New York, NY: Routledge.
Mejía-Vélez, M. C. & Salazar Patiño, T. (2014). Multimodality. LSLP Micro-Papers, 4. Retrieved from http://srgl2upb.wix.com/lslp-medellin#!lslp-micro-papers/c11n9
Mora, R. A. (2013a, November). Nuevas literacidades y multimodalidad: Revisando cómo leemos el mundo, la palabra (y los signos) en las ecologías del lenguaje contemporáneas. Paper presented at the VII UNESCO International Lectureship Congress, Córdoba, Argentina.
Serafini, F. (2011). Expanding perspectives for comprehending visual images in multimodal texts. Journal of Adolescent & Adult Literacy, 54(5), 342-350. doi:10.1598/JAAL.54.5.4
Street, B. V. (2013). Multimodality and New Literacy Studies: What does it mean to talk about texts today? Presentation at the ML2 Open Lecture Series, Universidad Pontificia Bolivariana. Available from http://vimeo.com/88937627
Vasudevan, L. & Reilly, M. A. (2013). In the middle of something: Reflections on multimodal inquiry as artful bricolage. Journal of Adolescent & Adult Literacy, 56(6), 455-459. doi:10.1002/JAAL.165
In multimodal design, it is key to consider
three elements:
Intention: Whom are you trying to reach?
Design: What will you need to make your message visible?
Meaning: What will you ultimately say?
Design is important, so long as it is not isolated from the intention and meaning of your texts.
Multimodality is not about technology!
It's about learning - technology becomes just an excuse to increase the potential of text creation
Technology just brings an expanded participatory dimension to the texts you and your students create.
Do not forget the integration (synaesthesia) element!
Multimodality is about the essence (message), not the flair (outlet)
The semiotic dimension of multimodal design also includes grammar.
Not as structure, but as organization and layout as elements that develop a logical sequence of the text
Many multimodal texts are videos, but not all videos are multimodal!
You can also experiment with multimodal print texts!
Four student accounts from four different courses between 2012 and 2014
Four experiences using multimodality as the trigger for deeper reflexivity (Mora, 2011, 2012, 2014) moments about what it means to learn to teach or revisit one's practice.
Remember to check http://elpatronhimself.net/multimodality.html to see all the presentations!
For more about LSLP, visit us at http://srgl2upb.wix.com/lslp-medellin

Video by Gloria Gutiérrez
ML2 Student
The Nature of Texts Today: Why talk about multimodality?
The way we create texts today is changing (Albers & Harste, 2007)
We have moved past just print
Today's language users are more technology-prone
New forms of audience and meaning
Web 2.0
Participation rather than consumption
Global audiences
Back to our first texts
Children's texts are multimodal by nature (Kress, 1997)
Should school and society not follow suit?
NOTE: Check http://elpatronhimself.net/multimodality.html for all our Prezis and more information about our work.
Full transcript