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Front cover from The Wolf (1991). Written by Margaret Barbalet, illustrated by Jane Tanner. (Reproduced with permission from Penguin Books Australia Ltd.)
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This paper examines the differences between reading print-based texts and multimodal texts within the context of changed literacy practices. The author closely analyses aspects of a novel, a picture book and an internet site to determine the similarities and differences in the way readers would process each text. The 'affordances' of modes are cons...
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Photos, drawings, figures, etc. supplement textual information in various kinds of media, for example, in web news or scientific publications. In this respect, the intended effect of an image can be quite different, e.g., providing additional information, focusing on certain details of surrounding text, or simply being a general illustration of a t...
Citations
... z. B. Jewitt 2005;Walsh 2005;Serafini 2012Serafini , 2014Rowsell u. a. 2019;vgl. den Überblick in Abschn. ...
... Dadas las características propias del género referidas en el punto 2.3, también juzgamos que es posible introducir este material auténtico teniendo atención a los fundamentos del aprendizaje multimodal, establecidos por Kress y Leeuwen (2001) y, posteriormente, ahondados por Walsh (2006) y por el propio Kress (2010). A modo de resumen, bajo la perspectiva de estos autores, la comunicación se concibe como un proceso en el que un producto o evento semiótico se articula y, a su vez, es interpretado y usado. ...
... Dadas las características propias del género referidas en el punto 2.3, también juzgamos que es posible introducir este material auténtico teniendo atención a los fundamentos del aprendizaje multimodal, establecidos por Kress y Leeuwen (2001) y, posteriormente, ahondados por Walsh (2006) y por el propio Kress (2010). A modo de resumen, bajo la perspectiva de estos autores, la comunicación se concibe como un proceso en el que un producto o evento semiótico se articula y, a su vez, es interpretado y usado. ...
The growing influence of information and communication technologies (ICT) in the teaching and learning process of Spanish as a foreign language (TSFL) is a reality. The purpose of this paper is twofold. On the one hand, to find out the perception and moti-vation of TSFL teachers towards ICT and, on the other hand, to investigate the use of the technological resources they use in their classes in the academies of Salamanca. In order to analyze these aspects, a quantitative descriptive study was carried out. A Likert scale survey was used as an instrument to collect the data. As for the sample, 82 teachers of Spanish as a foreign language from 11 academies in Salamanca were surveyed. The results obtained show that the teachers surveyed have a positive perception of ICT and are motivated to use them. Moreover, in general terms, they frequently use multimedia, mobile phones, Internet and other technological resources in their classe
... es in terms of linguistics (vocabulary, grammar, written language features, etc.), visual (color, drawing, motion, and still image etc.) and audio features, (sound, music effects, rhythm etc.), gestures (facial expression, body language etc.) and spatial features (proximity, direction, location, size, order etc.) (Anstey & Bull, 2010;Shanahan, 2013). Walsh (2006 states that multimodal texts are texts in which both modes are used to make sense of texts. ...
The aim of this study is to analyse the effects of the multimodal texts created from print texts through addition of digital mode on the students’s summarizing skills. Through the ROAR the digital modes were integrated into the print texts and the multimodal texts were produced. There are two such texts, one of them is an informative text, and the other one is a narrative text. The participants of the study were 128 seventh grade secondary school students from Antalya province (Türkiye) whose ages range between 12 and 13. They were randomly assigned to the experimental and control groups. At the pre-test step both groups read and summarized the print texts. At the post-test step the experimental group read and summarized the multimodal texts created by adding a digital mode whereas the control group the print texts. The results showed that there was a significant difference in favor of the experimental group in the total scores and content scores concerning the informative and narrative texts. On the other hand, it is found that the form and style scores from the informative and narrative texts did not differ significantly between the groups. In addition, in the post-test results of the experimental group, there was a significant difference in favor of the narrative text. The results suggest that the use of the multimodal texts have positive effects on the participants’ summarizing skills.
... Reading a multimodal text involves understanding the content, particularly what the individual words or images mean and how the author has deliberately arranged them [8]. When readers read multimodal texts, they respond to some different modes using various senses, including vision, hearing, tactile, and kinaesthetic [2]. As readers precede various modes consisting of written texts inserted by images or charts, and deciphering the document, font, arrangement, and punctuation on the pages, it means they are reading multimodal texts [9]. ...
This study explored the learning process of reading multimodal Narrative text promoting students' social and emotional competencies. Moreover, the advantages and disadvantages of the learning process were investigated. A qualitative (a single case study) through observations, open-ended questionnaires, and documents was applied as the research design. Forty-one college students studying at a private university participated as the research participants. The research results show that the learning processes of multimodal Narrative text promoting students' social and emotional competencies are manifested in three stages (RSR): 1) Reading text, 2) Synthesizing text, and 3) Retelling text. In the stages of RSR, the students read the multimodal Narrative text presented on the webs, then synthesize it using digital apps and inserted by an image; in the end, they retold the text orally in front of the class for three to five minutes. Some learning activities of reading multimodal Narrative text promoting students’ social and emotional competencies conducted in the stages, i.e., a) they had to manage their minds and made the responsible decision for selecting the multimodal Narrative text and the digital apps used to summarize or synthesize the text, b) they had to control their emotions and confidence when retelling the text orally in front of their friends, and c) they should show empathy and good responses as their friends perform and retell the text. The students with good social and emotional competencies successfully participate in all stages. However, some students needed confidence improvement in synthesizing and retelling the text. They needed more practice and guidance to develop their social and emotional competencies, particularly self-awareness and self-management competence. In addition, all stages of the learning process were carried out over a long time and a long process. Nevertheless, the learning process of reading multimodal Narrative text had encouraged the student's social and emotional, and literacy competencies.
... These fresh interpretations and responses will be sparked by a fresh text. The reader's head is where these processes take place (Walsh, 2006). Whereas some researchers such as Croll (1983) and Salih (2019) find there is no effect of VTS on reading. ...
p style="text-align: justify;">This study examines how visual thinking may affect Jordanian female ninth-graders reading abilities. The design had an experimental feel about it. The study included 66 ninth-grade female students who were studying English as a foreign language (EFL). An instructional program was created and put into place, and a pre-post reading exam was created to help the study reach its objective. The results were examined using SPSS. The findings show that there are statistically significant changes in the steps of the visual thinking strategy (VTS) modality between the two groups, with the experimental group benefiting more. VTS has been proven to be a successful strategy for greatly enhancing student attainment of good marks and having an impact on student achievement of course learning outcomes. This study triggered the following reading sub-skills: vocabulary acquisition, imaging, building and activating schema, identifying the main idea and details, questioning, inferring, communicating through oral language, and comprehension. VTS has a real impact on teaching reading sub-skills, which is important for both teachers and curriculum designers. Longitudinal research data is required to further analyze and refine this teaching strategy.</p
... Additionally, many scholars in literacy argue for the need for students to expand their knowledge about different modes of communication due to the increasing complexities and diversity of technology, populations, and communicative methods (Cope & Kalantzis, 2000;Kalantzis et al., 2016). Further, literacy research in educational contexts has explored the need for schools to address more effectively the teaching of multimodal text construction (Serafini, 2015) including the need to "read" and "write" multimodal texts differently (Vasudevan et al., 2010;Walsh, 2006). ...
Aesthetics is a broad topic viewed from a number of perspectives. This paper understands aesthetics to involve beauty and design, and it is used to communicate meaning, particularly in multimodal texts. Knowledge of aesthetics is necessary for effective communication both during and post-schooling as many professions use aesthetics in their line of work. Yet very little is known about when and how they are taught in schools despite their inclusion in the curriculum. Using Appraisal Theory as a framework, this paper shares interview and focuses group data from students, teachers, and employers regarding the teaching of aesthetics and their importance for job readiness. Findings from the research showed several themes including the recognition that aesthetics is important, the lack of explicit teaching related to aesthetics, and the implicit knowledge of aesthetics by students, teachers, and employers. The study points to the need for aesthetic literacies to be taught more explicitly in schools. The research is significant as it advances knowledge and understanding related to the learning and teaching of aesthetics for job readiness.
... Una de las ventajas de aplicar esta metodología es que se permite la combinación de varias herramientas tecnológicas modernas y tradicionales, acordes al contexto educativo. A esto se suma lo expuesto por (Kress y Van Leeuwen 2001;2006) quienes mencionan que la teoría de la multimodalidad contribuye a comprender cómo varios modos de comunicación (la lengua, la imagen, los gráficos, el sonido, la música, los gestos, otros) crean significados, en palabras. ...
... Un texto multimodal es el que combina diferentes modos de comunicación (escrito, imagen, diagramas, otros) para expresar sus significados, en palabras (Baldry-Thibault, 2006, p. 21). Sin embargo, Walsh (2006) define a los textos multimodales como aquellos que poseen más de una sola condición. Por lo que, el significado es comunicado a través de una sincronización de modos. ...
... Grabe & Stoller (2013) claimed that "in order to comprehend or assign meaning to a text, various linguistic, conceptual, reasoning, and metacognitive abilities must work efficiently and simultaneously within the reader" (p.224) which emphasizes the need for alternative reading materials as the traditional paper-based materials are rarely updated. Highlighting the significance of using multimodal texts for reading, Walsh (2007) stated that "reading theories based on only printed-texts cannot give an account on the way people process multimodal texts containing images, print, sound and moment." (p.30). ...
em>As education today is immensely reliant on distant and virtual learning methods, addressing the individual learning styles of the students is a challenging task particularly in second language teaching. Therefore, this study examines the use of documentaries as multimodal texts in the virtual language classroom to promote reading. 50 first year undergraduates enrolled in the BSc. degree program at a Sri Lankan national university were selected for the study and they were randomly divided into two groups; experimental and control. The virtual application used in the study was Google Classroom and a subtitled documentary was shared among the students of experimental group whereas the controlled group was given access to the transcript of the same documentary. After allocating adequate reading time for both groups, a test paper was simultaneously assigned using the same platform. While the students’ scores were analyzed to evaluate the effectiveness of the two reading approaches, a questionnaire was virtually distributed among the participants of the experimental group to gather their perspective on the use of documentary. The findings revealed that, using documentaries as digital multimodal texts is a successful language acquisition method which enhances the students’ comprehension and enthusiasm in learning the language. Further, using documentary was identified as a novel experience in the virtual classroom. Hence, the study recommends the incorporation of digital texts in virtual language teaching as a multimodal approach. </em
... Monomodal and multimodal texts have different channels of expression in terms of "how modes are implemented and how specific modes are mobilized in the process of creating meaning for the reader" (Walsh, M. 2012). In monomodal texts (traditional language texts), the channel used to construct the text is a text channel, so the reader's decoding of the text involves the application of strategies in word recognition in a monomodal version, the word relies solely on the "logic of speech" which implies time and linearity. ...
