multimodality and composition of alternative texts

Kathy M. Mills’ Shrek Meet Vygotsky: Rethinking Multimodal Literacy Practices in Schools  discusses the implications and use of multimodal texts with 21^st century learners in the classroom.  Mills paraphrases the New London Group’s (1996) definition of multimodality in that it refers “to the combination of two or more modes of representation – linguistic (written words) visual, audio, gestural and spatial” (Mills, 2010).

There is a presumption that adolescents are proficient at using all forms of multimodal texts. This belief stems largely from the notion that “digital natives” have much accessibility to digital texts and are efficient with particular practices, specifically social networking tools, such as Facebook, texting and IM. Two problems arise from this: that adolescent use of current digital literacies seemingly provide a justification for not using traditional texts because they are out of the range of students’ experiences (Mills, 2010) and that little scaffolding needs to be done to support multimodal skill development as students have experience with maneuvering this text.

Moreover, despite an emphasis on the incorporation of multimodal texts into 21^st century curriculum, instruction, assessment and pedagogy, Mills cites some current arguments that need to be taken into consideration for this incorporation:

• “Not all adolescents today are “digital natives”.
• Adolescents’ engagement in multimodal textual practices is not only about fitting English to the interests of youth. Textual practices that give recognition in the world outside of schools can be created and stimulated.
• Although current research focuses on the multimodal practices of youth in their recreational spaces, this needs t be balances wit scaffolded multimodal practice in school settings” (Mills, 2010).

Building on Vygotsky’s notion of providing learning experiences for students that challenge and extend their thinking and not simply supporting what is within their “comfort zone”, as well as, that the role of the teacher is to assist students with their skill development and comprehension through scaffolded instruction and curriculum, Mills suggests that teachers should begin to infuse their teaching with multimodalities, while still creating an experience with traditional texts for students. Further, teachers need to be aware that they must provide a foundational understanding of the text, regardless of whether it is digital or traditional, for students to acquire the knowledge necessary for them to become proficient and effective learners of the text.

In a novel study, scaffolding the types of text and the student’s learning of these texts will provide students will a deeper understanding of the subject matter and themes of a novel. For example, using technologies, such as Wikispaces, in conjunction with a novel study allows students to work collaboratively to think critically and discuss the text. Students would use the discussion function to communicate with their peers. However, to ensure that the curriculum is infused with multimodal practices, use of the Wikispaces should not be done in isolation; other multimodal text will lend itself to deepening students’ understanding and experience. For example, oral discussion practices, such as Socratic Seminars and Fishbowl discussions, as well as video lesson sequences provide students with auditory and visual multimodal components to align with the digital text and the novel. This not only will engage students on many levels, but will allow those students with different learning practices to engage with the text in mediums that are conducive to their own learning.

Susan M Miller’s English Teacher Learning for New Times contends that not only is the use of multimodal texts essential to learning practices, but that students’ ways of knowing involve collaborative and creative interaction and inquiry rather than simply receivers of information. “This is an age of multimedia authoring where competency with written words is still vital, but is no longer all that is needed to participate meaningfully in the many spheres of life. Adolescents need facility with an array of multimodal and digital literacies for different social purposes: critical inquiry, creativity and communication” (Mills, 2010). Teachers ought to provide students will platforms that will allow them to develop and master 21^st century skills using multimodal text as both content and context for learning.