Introduction
My overall
understanding of multiliteracies has gradually been developing since I first
heard of the term at the start of my master’s of education program. As I
learned more about this aspect of language, I started to understand how
implementing new literacies enables learners to communicate through multiple
modalities, leading to students expressing themselves in more dynamic ways compared
to more traditional forms of literacies. Despite this realization, I feel that
I have not yet been able to fully visualize how practices relating to new
literacies could be implemented to benefit all
learners in my class, especially those who are considered to have various
learning disabilities. Thus, I have chosen to inquire into how the integration
of multiliteracies into my teaching may influence the achievement of learners who
have diverse needs. More specifically, I was interested in how a focus placed
on new literacies would enable struggling readers and/or writers to communicate
through multiple modes of expression.
Summaries of Articles
Lawson, H., Layton, L., Goldbart, J., Lacey, P. and
Miller, C. (2012), Conceptualisations of literacy and literacy practices for
children with severe learning difficulties. Literacy,
46(2), 101–108.
Literacy has traditionally been understood as being a
linear process of acquiring the necessary set of skills required to read and
write text effectively. ‘New Literacy Studies’
proponents believe that literacy is a social practice in which communication
occurs through multiple modalities. Often, teachers with conventional views of literacy who have students with
severe learning difficulties (SLD) either teach with conventional goals in
mind, or preclude opportunities of teaching literacy and instead focus heavily
on teaching direct communication skills (e.g. speaking, listening, responding).
When an individual is literate, he or she “…makes intentional use of some enduring representation (an artifact) in
order to purposively assign and convey
meaning” (p. 106). Since direct communication such as speech or signing is only one
aspect of literacy, students with SLD should be given equal opportunities and
support to develop their communication using artifacts, in forms which can be
accessed from distant place and time.
Wiseman, A. M., Makinen, M., & Kupiainen, R.
(2015). Literacy through photography: Multimodal and visual literacy in a third
grade classroom. Early
Childhood Education Journal, 44(201), 1-8.
The integration of visual images in literacy lessons
helps struggling learners develop their literacy skills, partly because the
tools provide opportunities for students to connect personal experiences to
their learning. Moreover, utilizing multimodal tools such as photographs helps students
process and express what they have learned, while conventional text-based
approaches may lead struggling readers and writers towards frustration.
This primary research article explored the impact of
integrating photography into writing lessons and its effects on how students
create meaning. Interviews were given to two students: one described by the
teacher as “academically gifted” and the other as struggling with reading and
writing. Qualitative analysis took place using NVivo software in coding and categorizing. The student described as
struggling with reading and writing explained that taking photographs as a part
of her writing process helped her visualize images so that she could produce
detailed pieces of writing. The student who
was labeled as “academically gifted” explained that using photography enabled
her to communicate and refine her ideas through collaborative work as she
responded to her partner’s questions on how the photograph should be taken.
In short, both students with differing skills in terms of
the traditional sense of “writing” were able to benefit from the integration of
visual images. Thus, labels such as “struggling” and “gifted” may lose meaning
when learners can choose from multiple modalities to learn from, since students
who are expressive in one modality may struggle in another.
Dalton, B. (2014). E-text and e-books are changing the
literacy landscape. Phi Delta Kappan, 96(3),
38-43.
According to the
Universal Design for Learning framework, integrating digital literacies helps
struggling readers and writers learn through multiple means of representation,
engagement, and expression. E-text can enhance word recognition in the
following ways: 1) providing instant audio to match the words (text-to-speech
or TTS) 2) integrating animation to display words in decodable chunks 3)
enabling readers to record and listen to their own reading.
E-books can be used to
develop vocabulary, comprehension, and engagement
through functions
including access to glossary, hyperlinks to related information, strategy
prompts, and summaries. However, e-books with functions such as irrelevant
sound effects, animation and games can distract readers from focusing on comprehending
the text, and decrease parent-child discussions about the story. With a goal to
personalize reading instruction by using e-books, students should be instructed
on how to use various functions and tools through the gradual release of
responsibility model.
Price-Dennis, D., Holmes, K. A., Smith,
E. (2015). Exploring digital literacy practices in an inclusive classroom. The Reading Teacher, 69(2), 195–205.
Students with diverse learning needs often are not able
to fully participate in digital literacy projects due to pull-out lessons on
isolated skills. As an alternative to pull-out models for students with
learning disabilities, inclusive push-in models help learners develop literacy
skills when used in integration with appropriate technological tools to help
students learn through multiple modalities.
The following elements help to scaffold learning in order
to develop 21st century literacy skills: working as a learning community,
integrating digital literacy to make the curriculum accessible, and connecting
learning outcomes to real-life issues. Moreover, inquiry-based collaborative
environments where learner choice is valued helps students connect the
curriculum to their personal life experiences, and share their newly
constructed knowledge through multiple modes of expression.
Emerging Themes
The first emerging theme is about how all learners should
have equal access to learning experiences where multimodal texts are used to
enhance communication. Many students labeled as “struggling” have often shown
improvement in their literacy skills when they have the choices in the
modalities they use to access the content as well as how to represent their
knowledge or understanding. Thus, regardless of skills, all students should be given
the choice to express themselves through a variety of modes. Research shows
that the integration of new literacies can benefit both struggling and gifted
learners; therefore, struggling learners should not be missing out on multiliterate
learning opportunities due to pull-out lessons which tend to be focused on
isolated skills on conventional forms of literacy.
The second theme explores the necessity for each student
to learn as a valued member of a community of learners. Connecting to the
philosophy of social constructivism, students benefit from interacting with
each other throughout the learning process. This does not necessarily mean that
students are always working in large groups. In contrast, students should have
the choices to work alone, in pairs or in larger groups, based on their
strengths, needs, preferences, and goals. Regardless of the choices in groupings,
students should be given the opportunities to engage in whole-group discussions
to share and compare ideas as well as give and receive feedback. For example, learners
could be referred to as “experts” to help their peers by using their knowledge
and skills (Price-Dennis, Holmes, & Smith, 2015, p. 200). In terms of
literacy, learning as a community can increase student motivation towards
learning as they are able to recommend books to each other both online and
offline. In the online environment, online spaces such as class wikis can be
used in order to share information (Dalton, 2014, p. 42).
Next Steps
First
of all, I realized that there are many learning outcomes within our school
curriculum (International Baccalaureate Primary Years Program Scope and
Sequence) which connects well to lessons which help students develop their new
literacy skills. This clear curricular link will help me justify and explain
the purpose of my lessons to administrators and parents who are more familiar
with traditional forms of literacy instruction. Specifically, our language arts
curriculum states the following:
Learners…
· realize that visual information reflects and contributes to the understanding
of context
· select and use suitable shapes, colours, symbols and layout for
presentations; practise and develop writing/calligraphy styles
• realize that text and illustrations
in reference materials work together to convey information, and can explain how
this enhances understanding
· realize that effects have been selected and arranged to achieve a
certain impact, for example, the way in which colour, lighting, music and movement
work together in a performance
After
taking a close look at the strands, I realize now that I had not been placing
enough emphasis on communicating through the use of various semiotic resources.
My focus had been placed primarily on more conventional forms of literacy,
perhaps as a result of my own experience as a student. Specifically, when I was
attending elementary, middle, and high school, it was extremely rare to have
the choice to decide on the mode of communication.
Secondly, I’m starting to ponder
what “reading” entails, and what it really means to be a struggling reader. My
current understanding is shifting from an idea of a traditional understanding
of “reading” to a more multimodal definition. This shift in understanding will
obviously have an impact on how I plan and deliver my literacy lessons.
My past language arts blocks were
focused more on conventional forms of literacy, such as developing phonetic
awareness, accuracy, fluency, comprehension, and so on. There was very little
emphasis on other modes of expression, such as the effects of layout, sound,
visuals, and so on. I am starting to realize that my developing understanding
of multiliteracies will start to impact the way I plan for my language arts
blocks. I can foresee some challenges though, as I am unsure how I can add
components of multiliteracies in the already inflexible timetable. I am
planning to speak to a colleague who’s role is a technology specialist at our
school, and works in collaboration with classroom teachers to integrate digital
tools into lessons. I am curious to hear her thoughts on how the integration of
various technological tools will enhance learning experiences for diverse
learners.