Walsh (2010) proposed that
teachers need to prepare their pupils for the new literacy practices. This is
supported by the QCA who stated that, children should be taught to read and write
through ICT based texts (Medwell, Moore, Wray and
Griffin, 2012). However, the PNS explains how children need traditional books
alongside ICT based texts (Medwell et al, 2012). If ICT based texts are being
suggested, then why are they not included in national tests (Walsh, 2010)? Walsh (2010) claims that an implication for
teachers using a solely multimodal approach is that the children may miss out
on the rich and imaginative knowledge which books offer.
Reading multimodal texts require different skills from reading books (Walsh, 2010). Medwell et al (2012) outlined that a child needs to be able to read and interpret the ‘symbols’ which multimodal texts use. This may cause children difficulties if they only read text based books. Picture books can be used as a starting point to show children how the author has constructed meaning through the pictures (UKLA, 2005). The UKLA (2004) recommend teachers should spend time discussing the layout of features and how the design combines with the text. Children need to be exposed to multimodal texts in the classroom, before we expect the children to create multimodal texts (UKLA, 2004). Before seeing examples of multimodal texts I found it difficult to design my story. I used the examples to capture ideas and to develop my knowledge of multimodal texts. The seminar made me aware of the importance of discussing the features of design and exposing children to multimodal texts.
Medwell et al (2012) highlight some of the benefits of using multimodal texts. Multimodal texts can be used to foster and maintain children’s interest (Medwell et al, 2012). Could this be due to children using technology which is part of their popular culture?
Reading multimodal texts require different skills from reading books (Walsh, 2010). Medwell et al (2012) outlined that a child needs to be able to read and interpret the ‘symbols’ which multimodal texts use. This may cause children difficulties if they only read text based books. Picture books can be used as a starting point to show children how the author has constructed meaning through the pictures (UKLA, 2005). The UKLA (2004) recommend teachers should spend time discussing the layout of features and how the design combines with the text. Children need to be exposed to multimodal texts in the classroom, before we expect the children to create multimodal texts (UKLA, 2004). Before seeing examples of multimodal texts I found it difficult to design my story. I used the examples to capture ideas and to develop my knowledge of multimodal texts. The seminar made me aware of the importance of discussing the features of design and exposing children to multimodal texts.
Medwell et al (2012) highlight some of the benefits of using multimodal texts. Multimodal texts can be used to foster and maintain children’s interest (Medwell et al, 2012). Could this be due to children using technology which is part of their popular culture?
Medwell, J. Moore, G. Wray, D. Griffiths, V.
(2012) Primary English
Knowledge and Understanding London:
Learning Matters (Ch 14 Electronic Texts pp196 – 202)
QCA/UKLA (2004) More than words: Multimodal texts in the classroom London: QCA
QCA/UKLA (2005) More than words 2: Creating Stories on page and screen. London: QCA
QCA/UKLA (2005) More than words 2: Creating Stories on page and screen. London: QCA
Walsh, M. (2010) ‘Multimodal literacy: what
does it mean for classroom practice?’ Australian
Journal of Language and Literacy 33 (3) pp211 – 239
I like how this post questions the suggestion of using ICT based texts, but they are not used within tests. You show balanced argument and how this relates to presenting the question of popular culture influences.
ReplyDeleteI found the issue of assessment using multimodal texts interesting as you stated the QCA sets out requirements for its uses in the classroom. However from research for last weeks blog I found the framework itself sets out what is tested and measureable is the print literacy (DCSF, 2006) therefore how easy will it be for us as teachers to introduce multimodal texts.
ReplyDeleteThis argument is interesting, as you have described your journey and the struggles of using a multimodal text, similar to how a child’s journey would plan out. You raised the question about how useful are such texts, because children are not tested on such skills. This is a similar question I raised in my own blog; however I noted that although children at primary level are not tested on multimodal texts, they are expected to depict an advertisement or information booklet, at GCSE level. Therefore this links to the point raised by UKLA (2005), that providing young children, in primary school, with access to a range of multimodal text will provide them with the skills they need in later life, and outside of school.
ReplyDeleteI agree I think multimodal texts would be beneficial as it would prepare children for their higher education and also allows them to use skills which they may have developed out of school into the classroom. (Becki)
ReplyDeleteIt is interesting how Walsh and the dcsf both highlight that multimodal texts are not being assessed and that print texts are still being used for assessment and national tests. The reading has influenced me to question if this is due to the tradition of using print based texts in tests or is it because print bases texts are seen as offering rich and imaginative knowledge ( Walsh , 2010) ? ( Jessica )
ReplyDelete