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Multimodal Literacy for English Language Learners and Students with Dyslexia

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Julia Hagge

on 17 March 2014

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Transcript of Multimodal Literacy for English Language Learners and Students with Dyslexia

Multimodal Literacy for
English Language Learners and Students with Dyslexia

What is
multimodal text?

Retrieved from: http://www.readwritethink.org/professional-development/strategy-guides/using-glogster-support-multimodal-30789.html

Retrieved from: http://creatingmultimodaltexts.com/modes-and-meaning-systems/
First, we should look
at meaning systems.
Retrieved from: http://creatingmultimodaltexts.com
Examples of
Multimodal Products
Instead of a Book Report
"Guardians of Ga'Hoole" Glogster
Examples of
Multimodal Text
Graphic Novel "BABYMOUSE Queen of the World"
Retrieved from: http://loquaciousreaders.blogspot.com/2012/11/babymouse.html
Retrieved from: http://gatheringbooks.wordpress.com/2010/09/07/on-graphic-novels-comics-and-picture-books-a-talk-by-janet-evans/
Video Life Cycle of a Lobster
Retrieved from: http://aso.gov.au/education/science/living-things/
Retrieved from: http://creatingmultimodaltexts.com/posters-magazines/posters/
Affordances of
Multimodal Text
David's Literacy Experience
The use of multimodal text creates "value
added" literacy opportunities (O'Brien and Voss, 2011).

* multiple semiotic modes open and extend
interaction with meaning making signs

* each mode of meaning affords the user benefit of
representing specific events (Kress, 2008)
Digital text is an example of multimodal text
with multiple literacy opportunities.

* The use of printed text, audio recordings, graphics, and video recordings
offer numerous modes for making meaning.

*A multimodal approach allows the participant to stand outside of speech
or writing to get a new view, as if from a satellite (Kress, 2008 ).

“Knowing does not stand still or finish but tumbles and transforms from sign to sign. Through a process of transduction students move their thoughts from one sign system - talk for instance – through drawing to drama and thence to to writing” (Bommer, 2008, p. 355).
Online digital media offers an affordance of participatory culture.

Online tools, including blogs, wikis, podcasts, micro blogs, and games, “facilitate collaborative and socially connected online literacy practices in which users co-construct the information space” (Mills & Chandra, 2011, p. 36).
By providing individualized opportunities for multimodal interaction and response, educators open new pathways for representation of meaning, which extend to additional meaning making opportunities.

“Youth may be able to present what they know about school subjects –drawing on multiple semiotic modes- better through design than they could in words alone" (Walsh, 2007, p. 84).

Affordances are derived from the interaction of signs and the influence of culture over extended periods of time (Kress, 2008).

Each mode of meaning affords its users the benefit of representing specific items. These can include actions and events or aesthetic thoughts (Kress).
"The new multimodal perspective asks teachers and researchers to rewrite the map, abandon the old map and compass, and find new directions. Few have taken this path, but it is powerful because it calls on researchers and teachers to ask who we have left behind on the educational journey" (Brock et al, 2008, p. 62).
Digital Storytelling
Book Trailer
Retrieved from: http://www.glogster.com/crstld/warriors-into-the-wild-book-1-by-erin-hunter/g-6lssvrprbo8ck6sesmi5ea0
How could multimodal literacy
experiences be used with ELL
and ESE students?

Reading Multimodal Texts Ariticle

Webtools to Support Multimodal Text

Multimodal and Digital Texts

Creating Multimodal Texts

The Myth of Average Video (This is amazing!)


Bomer, R. (2008). Literacy classrooms: Making minds out of multimodal material. In J.
Flood, S. Heath, & D. Lapp (Eds.), Handbook on teaching literacy through the
communicative and visual arts (Vol. II) (pp. 441-453). New York: Lawrence Erlbaum.

Brock, C., Case, B., Pennington, J., Li, G., & Salas, R. (2008). Using a multimodal
theoretical lens to explore studies pertaining to English learners in the visual and communicative arts. In J. Flood, S. Heath, & D. Lapp (Eds.), Handbook on teaching literacy through the communicative and visual arts (Vol. II) (pp. 441-453). New York: Lawrence Erlbaum.

Kress, G. (2008). ‘Literacy” in a multimodal environment of communication. In J.
Mills, K., & Chandra, V. (2011). Microblogging as a Literacy Practice for Educational Communities. Journal of Adolescent & Adult Literacy. 55(1), 35-45.

Mills, K., & Chandra, V. (2011). Microblogging as a literacy practice for educational
communities. Journal of Adolescent & Adult Literacy, 55(1), 35-45.

O’Brien, D., & Voss, S. (2011). Reading multimodality: What is afforded? Digital
Literacies, 55(1), 75-78.

Walsh, C. (2007). Creativity as capital in the literacy classroom: Youth as multimodal
designers. Literacy, 41(2), 79-85.

Thank you for joining this session.

Enjoy your Saturday at the Florida Reading
Association Conference.

Retrieved from: http://creatingmultimodaltexts.com/modes-and-meaning-systems/
Retrieved from: http://www.readwritethink.org/professional-development/strategy-guides/using-glogster-support-multimodal-30789.html
Retriehttp://creatingmultimodaltexts.com/modes-and-meaning-systems/ved from:
Discuss with a partner ways you engage
in participatory culture.
Why would this be important for English Language Learners and students with Dyslexia?
Lets Play!








Multimodal literacy experiences are for young children too!

* reader's theater
* tableau
* drawing
* music
Full transcript