Cultural Literacy Skills in Context

and
Technology

Multimodality in literacy using the four resources

model (code-breaking, meaning-making, text
user, text analyst)

Awatif, Zunu, Ayu

MULTIMODAL TEXTS
● Multimodal texts combine two or more modes:
(written language, spoken language, visual (still and moving
image), audio, gestural, and spatial meaning)
(The New London Group, 2000; Cope and Kalantzis, 2009).

● Creating digital multimodal texts involves use of communication

technologies, however, multimodal texts can also be paper
based, or live performances.
 EXAMPLES OF MULTIMODAL
TEXT
Non-digital Digital

● Poster ● Podcasts
● Picture books ● Slide
● Brochures ● Digital Stories
● Web Pages
● Animation
● Interactive stories
 Table of Contents

01 CODE- 02 MEANING-
BREAKING MAKING

03 TEXT USER 04 TEXT

ANALYST

4 RESOURCES MODEL BY LUKE AND FREEBODY, 1999

*a framework of support for student engagement with literacy at different levels of participation.
 01
Students must be able to
successfully recognize and
engage the technology of
written text

Decoding the symbols of

written, spoken, and
CODE TEACHERS SHOULD:
1. Promote
visual text
BREAKING development of
phonological and
phonemic awareness
Five semiotic systems: among students
How do I crack this code? 2. Develop letter
1. Linguistic
2. Visual recognition and
3. Gestural sound to letter
4. Audio correspondence
5. spatial 3. Expand sight
(Bull, & etc., 2010) vocabulary
Required understanding
and composing
meaningful written, visual
and spoken text
02
MEANING- TEACHER SHOULD:
1. Ask questions that

MAKING
The reader as a meaning
address literal and
maker integrates
inferential
knowledge from the
interpretations
illustration.
2. Help student discuss
What this text mean to a story from
me? different pov
Readers thinks beyond what 3. Before reading,
is stated in the text to what is access and/or build
implied. Semantic on students’ prior
competence knowledge
 TEXT USER

Include picture books, text MULTIMODAL LEARNING IN

books, graphic novels, TEXT USER
comics, and posters, where
meaning is conveyed to -Multimodal texts are forms of
the reader through varying communication that use a variety of modes.
combinations of visual (still They’re seen in multimedia -- a form of
image) written language, content delivery that strategically involves
and spatial modes. words, visuals, sounds and other
components to enrich learners.
​ any texts are multimodal, where meaning is
M
communicated through combinations of two or -eg; a video shown in class should involve
more modes. Modes include written language,
spoken language, and patterns of meaning that
captions, images, narration, music and
are visual, audio, gestural, tactile and spatial. examples to be multimodal.

-Students today regularly interact with many

different forms of text, so educators should
reflect this in their classroom lessons.
 IN TEXT USER WE HAVE TO

-Use textbooks with plenty of written explanations and lists

● Provide written statements to explain examples, charts and diagrams

● Encourage students to write notes during lessons
● Include detailed explanations on worksheets and tests
● Sort key concepts into categories and lists
● Include multiple choice, short answer and essay questions on tests
 04
Text Analyst
Use their composition skills to promote particular
ideas/values, persuade readers and viewers of a
viewpoint or engage them in ways which generate
personal meaning from the text
When analyzing, we need to...

understand that multimodal know that texts provide

texts need to be going position readers and viewers
through according to their differently, and both constrain
values, views and interests and influence them.

know that texts carry bias, go in depth every single

opinion and viewpoint thing and try to make
notes or simple
conclusion on it
 Focus Questions for Teachers:
What knowledge do students bring of the
ways this text can be designed to represent
particular views and interests?

What explicit teaching will support students in

developing critical awareness of the ways visual
elements works to create particular meanings in
multimodal texts?
What explicit teaching will support students
in developing critical language awareness of
the ways language works to create particular
meanings in their written texts?
The reader as a text critic or text analyst refers to the understanding that written, spoken, and visual texts are not neutral, no
matter how factual or neutral the texts seem to appear (Freebody, 1992). Most texts rather advocate particular points of
view while silencing others. This includes recognising the purpose in creating the text; recognising that texts influence
people; recognising opinions, bias, points of view, and missing points of view in the text; understanding that texts are
written according to the views and interests of the author; identifying the ways in which the readers, viewers, or listeners
are influenced; and presenting alternative points of view (Ludwig, 2003).

Reading as a Text Analyst

Marcelle Holliday wrote the book Strategies for Reading Success (2008) which involves the chapter Reading as a Text
Analyst and here are the criterias that we need to do as a text analyst
 The best ways to reduce overload are:

Consider timing and spacing of Change activities often Limit distractions

multimodal texts
Present words and pictures that
describe the same concept close
to each other and at the same
time
A multimodal activity should Take steps to limit unnecessary
engage your students but doing the outside input so students can
same activity for too long can get focus on the important things
stale
Take frequent breaks

Give students breaks where

they will get up and move
around

Find a good balance

Using multiple modes

doesn’t mean including
everything you possibly can
 Thanks
Do you have any questions?
youremail@freepik.com | +91 620 421
838 | yourcompany.com

CREDITS: This presentation template was created by

Slidesgo, including icons by Flaticon, infographics &
images by Freepik

Please keep this slide for attribution