Both the Primary National Strategy (PNS) and the
National Curriculum state that it is important to incorporate ICT in the
teaching and learning of literacy (Medwell, Moore, Wray and Griffiths, 2012).
The PNS states that “children should be taught to read and write for a range of
purposes on paper and on screen.” (Medwell, 2012:196) and in agreement the
National Curriculum states that children should be taught through the use of
ICT-based information texts to develop their own ideas and enhance them where
necessary. It also shares an importance of using ICT to share and exchange
information.
Multimodel texts enables children to contextualise
the literacies they are learning and experience them in ways that are
comfortable to them, as they are a generation literate in the use of ICT (Medwell,
et. al., 2012). It is important that children have access to digital
communication in schools in which they access freely at home and that will be used
considerably in their future lives (Walsh, 2010).
Personally, using Multimodel texts has highlighted
the benefits for utilizing them in my own practice. It offers opportunities to
create individual stories or text-based work that is free from the strains of
physically writing. It enables the user to evaluate and proof-read, to make changes
or improvements and frees their mind to think purely on what they would like to
communicate rather than also having to think about handwriting or spelling. This
could be seen as a hindrance as the children will not learn the vital necessities
of writing. However, to use multi-model texts alongside traditional literacy
learning, the benefits of both can be taught and may interlink and help each
other to create an enriched learning environment of literacy.
Medwell, J., Moore, G., Wray, D., Griffiths, V. (2012) Primary English Knowledge and Understanding London:
Learning Matters
Walsh, M. (2010) Multi-modal
literacy: What does it mean for classroom practice? Australian Journal of
Language and Literacy 33 (3)
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