Topic:

Multimodal Texts Design: A Multiple Case Study between Malaysia and the UK
Issue: Problem: Gaps of Knowledge or
Multimodal Texts  The processing and producing of texts in the Contemporary Issue?
Design curriculum have been dominantly viewed as
‘written-linguistic modes of text construction’
This is a contemporary issue. Why and How?
(Edwards-Groves, 2011)
Texts and Multimodal Texts have been in and out
 Language is part of an ensemble of modes
of the curriculum in the UK whereas there is no
and therefore a text is an evidence of an
mentioning of Multimodal Texts in the Malaysian
orchestration of an ensemble of modes. English Curriculum. However, there is a reform of
However, such texts can only be made and English curriculum in Malaysia where
transformed through teacher and students’
‘international standard’ is of the UK standard.
selection and configuration of other non- What is the yardstick?
linguistic modes into producing the texts
(Jewitt, 2007).
This research addresses a contemporary issue of
children's writing where it serves as an extension
 Children’s literacy practices must not just to combine writing (the processing and producing
emphasise on linguistic signs but also include of texts) and the theory of multimodality (design:
‘talking, gesturing, dramatizing, and drawing’ combination of language and other modes)
that are “an intimate and integral part” of the within an educational setting by means of
writing process (Siegel, 2006). exploring other modes for writing other than
language.
 Children’s learning has been known to be
linguistically influenced and culturally as well
as socially shaped. These literacy events and
children’s literacy practices work within the Applied or
multimodal ensembles but they are not Basic Research?
supported by the curriculum (Walsh, 2011).
Why and How?
 Schools and communities consider language
This research seems rather inclined to being an
and linguistic mode central to literacy
Applied Qualitative Research because it explores
practices. However, studies by Kress & Jewitt
(evaluate the writing syllabus) classroom
(2008) have proven that all modes are central
practices. It questions the syllabus and searching
to ‘all representation and communication of
for answers through comparison between two
meaning and are sufficient for learning’
countries; Malaysia and the UK.
(Martens et al., 2012).
It involves studying the application of the theory
 Modes and semiotic resources are often used of communication (Multimodality) on how
in the classrooms but they have not been children design their texts.
given equal emphasis as with other modes of
communication (Burn, 2005).
 Articles Intro’ & Issue Theory/Conc Methodology Main Findings/Suggestions/Future
Background eptual Research
Framework/I
V & DV
Jewitt Different modes and Literacy and Multimodal Texts Multimodality Interpretive(Theoretical):  Writing is focused on word, text and
(2005) semiotic resources  Illustrative sentence.
1 have reconfigured Examples (photos)  Tension between policy and literacy.
image and writing
Anderso Educators No definition of multimodal Multimodality  Survey for smaller  Multimodal Composition is still an
n et. al experimenting with composition and New sample emerging practice among teachers.
(2006) multimodal Media Theory  Access, appropriacy and support to
compositions multimodal resources are under
considerations.
 How to assess multimodal
2 compositions.
 More resources for multimodal
compositions.
Siegel Possibilities of A need to develop a research agenda Multimodality Interpretive(Theoretical):  School is using a monomodal
(2006) multimodal to address multimodal theory and Interview autonomous approach to literacy.
transformations on transformations  Observations  The literacy landscape is limited by
literacy and  Photographs of government policies.
children’s learning children’s work  Multimodality and multiliteracies
3  Review Paper need to be used to address literacy.
Jewitt A multimodal A multimodal perspective for the Social Semiotic Interpretive(Theoretical):  Classroom is a dynamic textual
(2007) perspective on conceptualization of text and Theory  Textbooks environment where teachers and
textuality and learning context contribute to  Visuals students need to move beyond
context examine learning and pedagogy more  Observations language.
how image, colour, generally.  Teacher’s  Multimodal textual ensembles
gesture, gaze, worksheet enable students’ work to be
posture and  Students’ Plays presented in many ways.
movement—as well  Teacher’s  Pedagogy is shaped by a range of
5 as writing and demonstration modes
speech—are  Teacher’s planning  Policy does not support multimodal
mobilized and  Case Study orchestration
orchestrated by
teachers and
students, and how
this shapes learning
contexts.
5 Jewitt The shift in How image, word, and design of Multimodality  Case study  Multimodal practices to reading and
(2008) communicational other modes are understood as  Tabling new writing promote digital media
landscape has available resources for meaning theories and expressions, accessing knowledge,
reconfigured and making in the classroom? developing new self-expression, and the
represented new New multimodal configurations can research methods development of literacy skills.
multimodal affect pedagogic design, text for observing  Children making new choices of
ensembles. production, and interpretative pedagogy and representation, new resources
practices. curriculum across (demands), on meaning making.
What kinds of artefacts, modes, modalities that are  Understanding children’s literacy is
and literacy are legitimated in still in formation. to understand a broad range of
different spaces and what is multimodal systems and their
enabled to flow and move across design.
these spaces?  The curriculum approves teacher’s
approaches to literacy using
multimodality.

6 Walsh Textual shift is Investigating how meaning is Multimodality  Case study  To read and produce multimodal
(2009) occurring due to the constructed through multimodal  Focussed on text texts, students need to be able to
environment filled texts and different semiotic genre, structure, combine traditional literacy practices
with visual, systems such as modes of image, language, ICT skills with the understanding, design and
electronic and digital movement, colour, gesture, 3D and strategies as manipulation of different modes of
texts. objects, music and sound on a they worked with image, graphics, sound and
Importance of digital screen. digital texts. movement with text.
teachers knowing  Design shows interactivity between
how to use modes and convergence of modes.
multimodal texts  Proficiency in literacy indeed
and how to develop requires multimodal literacy that is
multimodal learning the practices of talking, listening,
environments to reading and writing together with
enhance student processing the modes of image,
learning. sound and movement.
 The potential of design being
considered within literacy pedagogy
provides scope for understanding
and planning with multimodality. If
we consider the processes involved
in reading, critically evaluating texts,
writing and producing texts for
particular purposes and audiences,
then design is an integral factor.
Design may be the significant factor
that will assist teachers in the future
as they need to incorporate
traditional with multimedia and
digital communication.
7 Littleton Meaning is within How teachers and students ‘choose Multimodality  Classroom-based  Teachers connect prior and current,
, K et al. the context of from, engage with, and in the and observations ongoing events multimodally.
semiotic domains – process transform, the Improvisation  Semi structured  This classroom approach is called a
combinations of representational and interviews social constructivist approach to
resources in communicational affordances of all  Video recordings. bring the students into interaction
 particular modalities the modes available to them in the with the objects.
associated with classroom.  Resource is not fixed, can be
specific, situated Unanticipated contributions from modified as determined by the
practices. children show ongoing patterns of teacher’s response to children’s
communication (modes). activity and input.
 Children spontaneous response to
designing is the way they orchestrate
and manage the unexpected design.
8  
Aims of Research
This research explores the
multimodal literacy practices
between Malaysia and England
by looking into how teachers
and children from both
countries design multimodal
texts, in order to get a broader
understanding of how various
modes of communications are
given equal emphasis as
language, in a writing
classroom, especially focusing
on level one and key stage one
writing classrooms.
Research Questions
Principal Question 1:
What are the modes used by teachers
and children in Malaysia and in England?
1a: How do these resources support
children’s writing?
1b: How do teachers and children design
multimodal texts using the resources?
1c: How do teachers and children use
these resources differently and similarly?
Principal Question 2:
Are there new modes created by
teachers and children?
2a: Yes/No; how are they designed
throughout the writing process?
2b: How the design is affecting pedagogy
and text production?
2c: Are there any other semiotic
potentials being emphasised other than
linguistic features?
Research Paradigm Theorisation Conceptualisation
Ontology: 1. Theoretical Teachers and children’s multimodal
Interpretivist 2. Communicative texts can be understood through:
How: 3. Social Relations 1. Theoretical
Teachers and children’s use of modes and underpinnings of
semiotic resources are socially and culturally I conceptualise teachers and children’s multimodality
constructed; based on the cultural and social multimodal texts as a notion of ‘design’ 2. Communicative
landscape (Kress and Van Leeuwen, 1996, based on The New London Group (1996), elements
2001, 2006; Kress, 2003), and that these Kress (2000), Walsh (2009) and Jewitt 3. Social Relations
modes and the semiotic resources that (2005). The New London Group (1996)
accompany them, can be fully understood defines research in design as a way to Theoretical underpinnings consist of:
from social semiotics (Walsh, 2009). theorise the relationships between modes 1. Mode
and pedagogy. Kress (2003) further explains 2. Pedagogy
Reality: (Multiple Realities) design as the use of multimodal resources 3. Context
The world is a social understanding of how bound within socio-cultural contexts.
individuals interpret the world. Therefore, Together, the New London Group (1996) Communicative elements consist of:
design is also socially-constructed. It is and Kress (2003), clarifies that design is a 1. Multimodal resources
subjective to how different teachers and dynamic term to refer to process and 2. Social Purpose and
children use modes and semiotic resources. product of writing. Intentions
Their use of these modes and resources is 3. Context
heavily influenced by their social, cultural, The concept of design can be explained in 4. Audience
contextual and historical understanding. In two ways; first through the understanding of
short, their experiences determine how they the theoretical notion of ‘design’ and Social relations consist of:
design texts. A design is both subjective and secondly; how design is practised in the 1. Linguistic
inter-subjective. classrooms. 2. Audio
3. Visual
Truth: The theoretical part emphasises equality of 4. Gestural
The truth comes from individual’s modes of communication; linguistic 5. Spatial
understanding of the world and how they meaning, visual meaning, audio meaning,
say and act what they believe in. therefore, and gestural and spatial meaning. The general themes are:
the truth about ‘design’ can be understood (Theoretical)
from people’s communication and actions The classroom practices look into ways 1. Mode
within the school compound; teachers and children from early years use these modes of 2. Semiotic Resources
children. communication; simultaneously, cohesively The narrowed themes are:
and synchronously, to “orchestrate” (Communicative)
Epistemology: meanings. These “meanings” are culturally, 1. Representation
The way of knowing is through social- socially, and historically shaped and can be 2. Interpretation
constructionism. My interviews, classroom seen through their writing conventions, 3. Transformation
observations, review of lesson plans and practices and contexts. 4. Transfiguration
photo elicitation with the participants will 5. Anchored object
give me an exploration, comparison and The design of their texts then, is a The theoretical themes are:
overall understanding about ‘design’ of the combination of their use of modes and (Social relations)
multimodal texts. semiotic resources; through their socio- 1. Multimodal
A multimodal theoretical framework helps cultural understanding of these modes and environment
me to understand the knowledge these resources. This design can be intentional, 2. Multimodal ensemble
participants have. instantaneous and momentarily depending 3. Multimodal artefacts
on their socio-cultural familiarity of these 4. Multimodal texts.
Knowledge Production: modes and resources.
Knowledge of ‘design’ is within a theoretical
multimodal and social context. Iterative This theorisation of design is informed by
circumscription reveals the ‘knowledge’ of Kress (2000, 2003) that includes the
‘design’ I am trying to explore and compare. theoretical understanding of design and its
communicative element, which is further
developed by The New London Group
(1996), adding “social relations”, in order to
understand the multimodal organization of
social relations through the design of
communicative resources. This theoretical
model explains all the factors involved to
understanding multimodal texts design.
 Research Strategy
A Multiple Case Study:
In order to explore teachers and children’s designs from two countries, as well as to get a deeper understanding of the selected few, a multiple case studies is chosen as the research
strategy.

The selection of multiple cases both from Malaysia and England allows me then to compare the “design” by teachers and children from both countries; particularly benefitting the
Malaysian setting due to the recent introduction of KSSR; which according to Yin (1994), is defined as a contemporary event.

Since this study will employ a multiple case study approach, the data collection procedures are replicated for each participant through Yin’s (2006) replication logic. Similar approaches,
techniques, and data collection tools and methods are applied to all teachers in this study.
Trustworthiness
The study will deal with the issue of the trustworthiness (Lincoln and Guba, 1985) by adhering to the four criteria namely credibility, transferability, dependability and confirmability.
Credibility Transferability Dependability Confirmability
Triangulation will Transferability refers to the extent in which the findings of Dependability is concerned with the stability Confirmability as the final criterion refers to
be employed in the study could be transferred to a different setting or of the data over time as it refers to the ways the nature of the data (Bradley, 1993). To
this study to context by other researchers. It is employed to uphold a the researcher handles the consistency ensure the confirmability of the data, Zhang
evaluate the data general claim about the world. The study offers other involving the internal process and to interpret and Wildemuth (2006) suggested the
credibility. researchers to replicate the research process that may any changes in a phenomenon that may occur researchers regulate internal consistency of
require some model modification (Zhang and Wildemuth, during the research process (Bradley, 1993). the data, findings, interpretations and
2006). recommendations.
Triangulation
The triangulation process includes more than one method or sources of data in the study of social phenomena as suggested by Bryman and Bell (2003). The data gathered from the
interview and observation sessions, field notes and lesson materials are triangulated to ensure that documents truthfully reflect the teacher’s responses and actions. Documenting is
crucial during the data collection in the process of a case study (Yin, 2009). Furthermore, the process of coding and conclusion extraction from the raw data is conducted in a back and
forth manner, as suggested by Lewins and Silver (2007).
Ethical Considerations
EPRD Malaysia University of Exeter Ethical Guidelines
Distress for Video-recording Schools Representation and Researcher’s position Anonymity Consent & Data Protection Act
Children- (Jones & Stanley, 2008) Epistemological Implications as an outsider of the Information
participants (Osberg and Biesta, 2007). school
(Flicker & Guta, (Yee & Andrews,
2008) 2006)
Potential Difficulties
Selection of cases Opt-out in the middle of Interpretation of Culture Other non-theoretical themes that heavily influence the focus of the project
the project
Entry into Research
Malaysia (Sabah, Borneo Malaysia) United Kingdom (Exeter)
University of Exeter Ethics Forms University of Exeter Ethics Forms
Education Planning and Research Division (EPRD) Malaysia Application and Approval Exeter City Council
State Education Office Supervisors
District Education Office +
+ March to April & August
May to July 2018
School & School Administration
Teachers, Parents & Children
+
Consent Form & Information Sheet
+
Meetings & Discussion with all participants
Research Setting Research Participants
Malaysia United Kingdom Malaysia United Kingdom
Kota Kinabalu, Sabah, Borneo Malaysia Exeter, England Malaysians British
Primary School Primary School Level 1-3 Key Stage 1-3
Public School Public School ESL Native
School selection is by State Education School is selected by supervisors and Exeter Selection by teachers Selection by teachers
Office City Council
Convenience Sampling Chain Sampling
3 English 3 English Teachers
Teachers
3 Children 3 Children
Data Collection
Interview Classroom Field Notes Lesson Plans Photographs Children’s Work Video-lessons
Observation
(Flower and
Hayes’)
Teacher 3 times 4-5 times Interview Syllabus content Teaching materials
(Before and after (Duration of 3 responses Activities Classroom
lesson + online months) Classroom Learning outcomes
feedback) observations Recording of
Children 1 time 4-5 times Interview Writing Task lessons
(During lesson) (Duration of 3 responses Writing Activities
months) Classroom Writing Products
observations
Online Discussion
Lesson Plans Photographs Children’s Work Video-lessons
Teachers in Malaysia Interview
Teachers in the UK
Data Analysis
Within-Case Analysis (Exploration)
Theoretical Themes
Modes Semiotic Resources
Cross-Case Analysis (Exploration + Comparison)
Representation Interpretation Transformation Transfiguration Anchored Object
Constant-Comparative Analysis (Comparison)
Malaysia England
Multimodal Environment Multimodal Ensemble Multimodal Artefacts Multimodal Texts
Similarities Differences
Coding
General Specific