Multimodality in the Classroom
My first introduction to multimodality -- and while I have matured and grown as an adult (especially with my understanding of the concept) I can still recall my early childhood education. I recognize how mulitmodality has shaped my life, and I hope to do the same for my future classroom environment!
Engaging Students with Multimodality
If Mrs. Frizzle was a real science teacher, she would love the concept of multimodality. As many of us already know, multimodality concerns the modes and tools used to engage students beyond the typical print textbook. I obsessively watched the Magic School Bus series growing up, not only because I loved television, but because I could learn through visual and effective animation.
A multimodal queen --- (sorry, its true.) We are all introduced to multimodality at a young age. It's important to adapt to mulitmodality as a concept as we develop it for our future classrooms.
My Personal Journey with Multimodality
As a older tween, I moved away from my favorite childish cartoons and focused on YouTube videos -- where I would spend hours on watching Minecraft tutorials, or videos about books that I enjoyed. Even though my experience with mulitmodality has changed as a graduate student, I have always embraced in it all of its forms throughout my entire life. I even used to snack and eat throughout my math tutoring sessions, hopping up and down in an effort to stay focused. The reason behind that was that I had a tutor who 1). believed in me, 2). believed that there were more ways to teach, and 3). used multimodality. Beyond my educational experience, I have utilized multimodality in many other settings. I've used it in the Writing Center before as well -- sometimes, students need to stand up, move around and stretch during the sessions. I, of course, allow it, unless it's distracting to other students. The more that I involve myself in this engagement process, the better I teach, or learn.
What Multimodality Looks Like in the Classroom
Takayoshi and Selfe refer to multimodality as a concept including texts with the potential to "exceed alphabetic [forms of teaching]" and include "still and [/or] moving images, animations, colors, words, music and sound" ("Thinking About Multimodality"). These modes lead to transformation education, where students leave renewed, engaged, and more secure, or confident in their knowledge.
It's time for professors and teachers to move away from the podium or the desk. Consider using multimodality for engagement, student learning, and "meaning making."
Multimodal Literacies
Dr. Heather Lotherington is involved with research at York University -- especially for "multimodal literacies." She distinguishes the difference between the print and digital culture. Dr. Lotherington pinpoints a few key ideas and concepts that are not only important for educators, but also for writers and individuals across the world. Check this video out!
Multimodality as a Meaning-Making Activity
"Electracy" is one of the several terms that is used to describe the potential of multimodality. It refers to the skills necessary to produce information that is engaging, visual and electronically accessible. Gregory Ulmer, the developer and theorist behind this term, describes electracy as something that is vital to digital media in the same way that "literacy is to print" (Ulmer). By understanding the importance of multimodality, we can find ways to turn texts into meaningful, engaging pieces of composition. With the proper tools, any student (or adult) can be successful in a classroom environment.
Powerful, written visuals help to instill learning in individuals, all while encouraging our nation to take action.
Lisa Dush covers the importance of multimodality in her written piece -- When Writing Becomes Content. Multimodality is not only present in classrooms, but also in a range of fields. Some of these fields include journalism, public relations, marketing, digital media and art. Why art, you may ask? Just look at this photo -- it's a powerful form of communication. Mulitmodality leads to connection, engagement, and the involvement and inclusion of the entire human race. No matter an individual's strengths, disability, or learning style, we can find ways to create a better learning environment.
Investing In The Next Generation of Multimodal Pioneers
This week, I had the privilege of reading Dr. Haimes-Korn's written piece, Trailblazing in the Frontier Zone: Advice for Multimodal Pioneers. Haimes-Korn goes in to great depth about the teacher's journey; she says that the real classroom journey is "borne through making these [multimodal] ideas their own" (Haimes-Korn). Her content helps to explain many of the reasons behind multimodality, the benefits, and the role that the concept plays in modern classrooms. She mentions a few important concepts and beliefs in her written work; some of them include the importance of non-linear writing, digital storytelling -- known as "a method of student expression" (Alexander). In Haimes-Korn's perspective, multimodal classrooms provide "energized spaces," "feedback," "interaction," "failure," and "success" for students. I look forward to implementing her ideas into my classroom environment, as well as exploring these theories in more depth.
Works Cited
Dush, Lisa. "When Writing Becomes Content." National Council for Teachers of English, vol. 67, no. 2, 2015, pp. 173-196.
"Multimodal Literacies." YouTube, uploaded by YorkUEducation, 1 Feb. 2013, https://www.youtube.com/watch?v=H-G_YVLRT1s.
Selfe, Cynthia L. and Takayoshi, Pamela. "Thinking About Multimodality." Georgia Tech.
Haimes-Korn, Kim. "Trailblazing in the Frontier Zone: Advice for Multimodal Pioneers." pp. 168-182.