Relevant bibliographies by topics / Multimodal literacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Multimodal literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Multimodal literacy"

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Jakobsen, Ingrid Karoline. "Inspired by image: A multimodal analysis of 10th grade English school-leaving written examinations set in Norway (2014-2018)." Acta Didactica Norge 13, no. 1 (2019): 5. http://dx.doi.org/10.5617/adno.6248.

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AbstractWhat role does multimodality play in assessment in the English subject in Norway? This article focuses on final written examinations from 2014 to 2018 and investigates the multimodal literacy skills that examinations invite lower secondary school students to demonstrate. Examinations in the English subject are digital and technically open to a rich multimodal practice. Analysis in this article finds that the texts to be read in examinations are carefully designed multimodal texts, with plentiful use of visual aspects of writing and with images that add significantly to the creation of
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Fradana, Ahmad Nurefendi, Nyoman Suwarta, and Rimajon Sotlikova. "Strengthening Multimodal Literacy through Digital Literary Text Learning: Enhancing Students’ Achievement in the Age of Disruption." Journal of Language and Literature Studies 5, no. 1 (2025): 216–25. https://doi.org/10.36312/jolls.v5i1.2635.

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The rapid advancement of digital technology necessitates a transformative approach to literary education that extends beyond verbal literacy to embrace multimodal competencies (visual, auditory, interactive). This study aims to analyze the potential of digital literary texts as a medium for enhancing multimodal literacy amidst the challenges of the disruptive era, while identifying the enabling and constraining factors in its implementation within Indonesian educational contexts. Employing a descriptive qualitative approach, data were collected through case studies of literature instruction in
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Ajayi, Lasisi. "Critical Multimodal Literacy." Journal of Literacy Research 47, no. 2 (2015): 216–44. http://dx.doi.org/10.1177/1086296x15618478.

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Girón-García, Carolina. "Youtube videos to develop multimodal literacy." Elia, no. 24 (2024): 209–44. https://doi.org/10.12795/elia.2024.i24.7.

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Teaching and learning in English have been growing recently (Mitchell, 2016), and the general trend towards internationalisation in English for Specific Purposes (ESP) contexts in Higher Education (HE) has led to an increased emphasis on English language instruction (Dafouz & Smit, 2020). Several studies in applied linguistics have focused on the analysis of digital genres (i.e., Internet and videos) in the ESP classroom (Bernad-Mechó & Girón-García, 2023; Girón-García & Fortanet-Gómez, 2023). Recently, the digitisation of materials, resources, and teaching activities has grown exp
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Miclea, Elena Maria, and Alina Felicia Roman. "Using Multimodal Text to Support Learning in the Developmental Curriculum Cycle." Educatia 21, no. 28 (November 29, 2024): 167–73. https://doi.org/10.24193/ed21.2024.28.18.

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The study realizes a theoretical approach that reviews the literature by bringing key arguments and concepts that support the introduction of multimodal text in the school curriculum as a support in learning and understanding texts for students in the developmental curriculum cycle. Definitions of key concepts regarding multimodal text, comics, literacy, literacy are highlighted. From a conceptual point of view we are trying to formulate certain concepts and to emphasize the need to introduce multimodal text in the primary school curriculum, thus helping teachers and students through recreatio
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Ju, Bora. "Critical Multimodal Literacy and Oral Proficiency Development." Korean Society for Teaching English Literature 27, no. 2 (2023): 303–35. http://dx.doi.org/10.19068/jtel.2023.27.2.13.

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This descriptive case study aimed to investigate the impact of critical multimodal literacy in English classes, which included the use of parody films and metaverse-based User-Created Content (UCC) related to disability, on Korean university EFL learners’ conventional literacy and awareness of disability. Data were collected from three participants with varying English proficiency and educational backgrounds over a two-month period, with weekly sessions lasting two and a half hours. A combination of qualitative and quantitative methods, such as questionnaires, interviews, group discussions, re
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Strong, Jane. "Moving from theory to practice: Applying the four meta-literacy model to the business communication classroom." EuroAmerican Journal of Applied Linguistics and Languages 12, no. 1 (2025): 115–43. https://doi.org/10.21283/2376905x.1.12.1.3335.

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The multiple mixed-method case studies approach responds to the need for multimodal literacy and multiliteracies assessment in higher education to address the current digital workplace communication gap. The 4ML theoretical model for digital multimodal communication provided the basis for a scoring rubric and an analytical framework for multimodal content analysis. The model was an effective tool for diagnosing multimodal composers’ literacy levels in digital literacy, multimedia skill literacy, multimodal design literacy, and rhetorical literacy. Additionally, the visual analysis of undergrad
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Rajagopal, Harini, and Monica Shank Lauwo. "Mapping Literacies, Mapping Selves." TESL Canada Journal 41, no. 1 (2024): 27–53. http://dx.doi.org/10.18806/tesl.v41i1/1398.

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Rooted in commitments to racial and linguistic justice, this study examines possibilities for multimodal autobiographical storytelling to support teacher candidates (TCs) to consider linguistic and racial injustices through engaging with their own raciolinguicized subjectivities. Theorising with critical multilingual awareness (CMLA), understandings of raciolinguicized subjectivities, and racial literacy, we inquire how processes of multimodal autobiographical storytelling can nurture dispositions and practices of CMLA and antiracism. Drawing from a four-year critical action research study, we
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Damayanti, Isma, Mutsyuhito Solin, and Evi Eviyanti. "The Development of Activity Literacy Teaching Material Based on Multimodal of Literacy for the grade 4th at SDS Amir Hamzah." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 3 (2020): 1435–44. http://dx.doi.org/10.33258/birle.v3i3.1209.

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This study aims to: (1) Describe the development of multimodal literacy-based literacy teaching materials at SDS Amir Hamzah. (2) Testing the feasibility of teaching materials for literacy activities based on multimodal literacy at SDS Amir Hamzah. (3) Testing the effectiveness of teaching materials for literacy activities based on multimodal literacy at SDS Amir Hamzah. This research is a development research using the ADDIE development model, namely: Analysis, Design, Development, Implementation, and Evaluation. The subjects of this study were the fourth grade students of SDS Amir Hamzah in
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Saputra, Dimas Teguh, Laili Etika Rahmawati, and Markhamah Markhamah Markhamah. "The Fostering of Multimodal Text Literacy in Elementary School Learning." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 14, no. 1 (2024): 187. http://dx.doi.org/10.26714/lensa.14.1.2024.187-210.

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Literacy is very important for learners, but national assessment results show that their literacy skills are still low. Therefore, multimodal text literacy has become the focus of the Indonesian government in recent years. The purpose of this study is to describe the planning and implementation of multimodal text literacy acculturation in primary schools. The research method used was descriptive qualitative with a phenomenological approach. Data collection techniques were observation, interview and documentation. The results of this study show that multimodal text literacy acculturation in pri
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Dissertations / Theses on the topic "Multimodal literacy"

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Ferguson, Ralph. "Multimodal Literacy as a form of Communication : What is the state of the students at Dalarna University multimodal literacy?" Thesis, Högskolan Dalarna, Ljud- och musikproduktion, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-16835.

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Literacy is an invaluable asset to have, and has allowed for communication, documentation and the spreading of ideas since the beginning of the written language. With technological advancements, and new possibilities to communicate, it is important to question the degree to which people’s abilities to utilise these new methods have developed in relation to these emerging technologies. The purpose of this bachelor’s thesis is to analyse the state of students’ at Dalarna University mulitimodal literacy, as well as their experience of multimodality in their education. This has led to the two main
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Smith, Mandy Beth. "How Students Use Multimodal Composition to Write About Community." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211985069.

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Bowers, George Bret. "Post-Literacy: Designing Writing Curricula around Emerging Literate Activities." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363602814.

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Hollo, Kevin R. "(Re)Framings: A Multimodal Interrogation of Reading as Writing." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1164916147.

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Jackson-Howard, Cynthia Darlene. "Teachers' Perceptions of Multimodal Literacies in Middle School Health Literacy Programs." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/322.

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Health literacy, defined as the ability to understand and use health information to make informed decisions, is critical to maintaining health; however, not all U.S. states mandate strategies to improve adolescents' health literacy. Moreover, many middle school teachers are often unaware of how their roles could improve the health literacy of their students. Multimodal literacies help students to create meaning through viewing print-based resources and using digital technologies. The purpose of this study was to investigate teachers' perceptions of the effectiveness of multimodal literacies on
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Hawkins, Jill Suzanne. "SOUNDS WRITE: EMBRACING MULTIMODAL TEXTS AS LITERATE COMPOSITION." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1317006310.

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Kirsten, Monica. "Multilingual/multicultural aspects of visual literacy and interpretation in multimodal educational communication." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The aim of this thesis was to investigate the use of visual images in print texts produced for language teaching and learning. It tested the manner in which learners from different cultural contexts relate to selected visual images in language textbooks prepared for use in secondary schools. More specifically it aimed to gain clarity on how certain visual elements, relevant to the illustration of people, contribute to encouraging students to access their learning material. The research aimed to gain insight into the way in which visuals can be bridges or barriers to reading and thus also to le
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Young, Whitney J. "Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk"." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984127/.

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Current literacy assessments are focused on a single mode of meaning-making (reading and writing, whether oral or written) and assume that literacy and language are "fixed systems"-- comprised of discrete skills that can be taught and measured in isolation. This validation and privileging of a single mode of assessment has resulted in children labeled "At-risk" falling significantly behind those without this label. This study investigates what a teacher can learn from a diverse range of assessment forms and modes. In a fourth-grade self-contained classroom, students engaged in multimodal as
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Feger, Mary-Virginia. "Multimodal Text Designers: A Case Study of Literacy Events in a Multicultural Context." [Tampa, Fla.] : University of South Florida, 2009. http://digital.lib.usf.edu/?e14.2816.

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Krause, Margaret Billings. "Facilitating a Transdisciplinary Approach in Teacher Education Through Multimodal Literacy and Cognitive Neuroscience." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5718.

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This dissertation is a compilation of research and theoretical papers based on the affordances of multimodal literacies for marginalized learners and for pre-service teachers’ developing conceptualizations of literacy. Through a transdisciplinary lens, the author considers complex issues presented in traditional, print-based learning environments that potentially marginalize learners in their developing abilities to become successful participants in the multiple literacies in the real world. Three studies focus on pre-service teachers and their developing understanding of effective literacy-re
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Books on the topic "Multimodal literacy"

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Heydon, Rachel, and Susan O’Neill. Why Multimodal Literacy Matters. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-708-5.

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Dobinson, Toni, and Katie Dunworth, eds. Literacy Unbound: Multiliterate, Multilingual, Multimodal. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01255-7.

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Jewitt, Carey. Technology, literacy, learning: A multimodal approach. Routledge, 2005.

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Joyce, Helen De Silva. Multimodal and visual literacy in the adult language and literacy classroom. NSW AMES, 2014.

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Bearne, Eve. Visual Approaches to Teaching Writing: Multimodal Literacy 5 - 11. Sage Publications Ltd., 2007.

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Narey, Marilyn J., ed. Multimodal Perspectives of Language, Literacy, and Learning in Early Childhood. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44297-6.

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Querol-Julián, Mercedes, and Inmaculada Fortanet-Gómez. Multimodal Literacy in English as an Additional Language in Higher Education. Routledge, 2025. https://doi.org/10.4324/9781003429876.

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C, Pappas Christine, and Arsenault Amy, eds. Children's ways with science and literacy: Integrated multimodal enactments in urban elementary classrooms. Routledge, 2012.

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Unsworth, Len. New literacies and the English curriculum: Multimodal perspectives. Continuum Logo, 2011.

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Len, Unsworth, ed. New literacies and the English curriculum: Multimodal perspectives. Continuum, 2008.

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Book chapters on the topic "Multimodal literacy"

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Knain, Erik. "Multimodal Representations." In Scientific Literacy for Participation. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-896-1_3.

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Spence, Lucy, and Ayan Mitra. "Multimodal Brain." In Educational Neuroscience for Literacy Teachers. Routledge, 2023. http://dx.doi.org/10.4324/9781003256199-6.

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Lim, Fei Victor, and Lydia Tan-Chia. "Advancing Multimodal Literacy Learning." In Designing Learning for Multimodal Literacy. Routledge, 2022. http://dx.doi.org/10.4324/9781003258513-8.

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Heydon, Rachel, and Susan O’Neill. "Introduction." In Why Multimodal Literacy Matters. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-708-5_1.

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Heydon, Rachel, and Susan O’Neill. "Intergenerational Multimodal Singing-Infused Curriculum." In Why Multimodal Literacy Matters. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-708-5_2.

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Heydon, Rachel, and Susan O’Neill. "The Curriculum." In Why Multimodal Literacy Matters. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-708-5_3.

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Heydon, Rachel, and Susan O’Neill. "Towards a (Re)conceptualization of Wellbeing through Singing-Infused Multimodal, Intergenerational Curriculum." In Why Multimodal Literacy Matters. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-708-5_4.

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Lim, Fei Victor, and Lydia Tan-Chia. "Designing for Multimodal Literacy Learning." In Designing Learning for Multimodal Literacy. Routledge, 2022. http://dx.doi.org/10.4324/9781003258513-2.

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Fortanet-Gómez, Inmaculada, and Mercedes Querol-Julián. "Multimodal literacy at the university." In Multimodal Literacy in English as an Additional Language in Higher Education. Routledge, 2025. https://doi.org/10.4324/9781003429876-2.

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Beltrán-Palanques, Vicent, and Nuria Edo-Marzá. "Enhancing multimodal literacy in ESP." In Multimodal Literacy in English as an Additional Language in Higher Education. Routledge, 2025. https://doi.org/10.4324/9781003429876-10.

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Conference papers on the topic "Multimodal literacy"

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Kahla, Lulama Aletta. "EMBRACING TECHNOLOGY IN EARLY CHILDHOOD EDUCATION: ADVANCING MULTIMODAL LITERACY PRACTICES FOR YOUNG LEARNERS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2427.

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Zhao, Yijun, Jiarong Zhang, Sizhou Zhang, and Jiacheng Cao. "FoodAwake: A Digital Educational Game Based on Large Multimodal Models for Cultivating Children’s Food Literacy." In 2024 17th International Symposium on Computational Intelligence and Design (ISCID). IEEE, 2024. https://doi.org/10.1109/iscid63852.2024.00011.

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Sanchez, Suana, Heng Gu, Kai Kunze, and Masahiko Inami. "Multimodal literacy." In the 2015 ACM International Joint Conference. ACM Press, 2015. http://dx.doi.org/10.1145/2800835.2807940.

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Riesky, Riesky. "Multimodal Literacy for Improving Presentation Quality." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007170805540558.

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Anderson, Khalil. "Real-time Feedback for Developing Conversation Literacy." In ICMI '22: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. ACM, 2022. http://dx.doi.org/10.1145/3536221.3557031.

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Gu, Heng, Susana Sanchez, Kai Kunze, and Masahiko Inami. "An augmented e-reader for multimodal literacy." In the 2015 ACM International Joint Conference. ACM Press, 2015. http://dx.doi.org/10.1145/2800835.2800897.

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Pramono, Satrio Aji, and Didi Suherdi. "Exploring EFL Pre-service Teachers' Multimodal Literacy." In the 2019 4th International Conference. ACM Press, 2019. http://dx.doi.org/10.1145/3345094.3345103.

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Arsita, Adya, Kusrini, and Terra Bajraghosa. "Multimodal Approach in Advacing the Visual Literacy." In 1st International Conference on Interdisciplinary Arts and Humanities. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008544200140019.

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ROȘCAN (SAVIN), Beatris-Geanina. "Multimodal text – teaching means of literacy in primary education." In "Higher education: traditions, values, perspectives", international scientific conference. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p262-266.

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Arousing interest in reading involves the responsibility of teaching cards in the instructional-educational process. Through literacy, information is made available to the child about the environment, about the life of people, about animals, about the historical and social past of society, about work and professions, involving the training of students from the perspective of cultural-artistic and moral religious education. For this reason, from the primary grades it is necessary to know what and how much the students read, to respect the particularities of their age. Students must be initiated
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Hutchison, Amy. "Using Virtual Reality for Multimodal Science and Literacy Learning." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1430339.

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Reports on the topic "Multimodal literacy"

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Mills, Kathy, Elizabeth Heck, Alinta Brown, Patricia Funnell, and Lesley Friend. Senses together : Multimodal literacy learning in primary education : Final project report. Institute for Learning Sciences and Teacher Education, Australian Catholic University, 2023. http://dx.doi.org/10.24268/acu.8zy8y.

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[Executive summary] Literacy studies have traditionally focussed on the seen. The other senses are typically under-recognised in literacy studies and research, where the visual sense has been previously prioritised. However, spoken and written language, images, gestures, touch, movement, and sound are part of everyday literacy practices. Communication is no longer focussed on visual texts but is a multisensory experience. Effective communication depends then on sensory orchestration, which unifies the body and its senses. Understanding sensory orchestration is crucial to literacy learning in t
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