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Journal articles on the topic 'Multimodal literacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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Xu, Ruohan. "Enhancing English Language Education in China Through Multimodal Literacy: Opportunities and Challenges." Lecture Notes in Education Psychology and Public Media 44, no. 1 (2024): 175–79. http://dx.doi.org/10.54254/2753-7048/44/20230133.

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The integration of technology into education has led to new opportunities for language learning and teaching, with the application of multimodal literacy in foreign language education gaining more attention. Multimodal literacy, combining different modes of meaning such as sounds and images, has become crucial for contemporary literacy development and learning. In China, where English proficiency is highly valued, implementing multimodal literacy in English language education has the potential to enhance students language learning experiences. This paper explores the development and impact of

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Rocamora, Mariebeth S., and Josephine B. Baguio. "Multimodal Literacy and Creative Teaching Practices of Public Elementary School Teachers." Archives of Current Research International 25, no. 7 (2025): 199–212. https://doi.org/10.9734/acri/2025/v25i71325.

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This study aimed to determine the significant relationship between multimodal literacy and creative teaching practices among public elementary school teachers in Mati Central District, Division of Davao Oriental. A descriptive-correlational research design was employed, involving a sample of 193 teachers from public elementary schools. Standardized questionnaires were administered through face-to-face surveys to collect data. The mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses were used for analysis. The findings revealed that multimod

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Huang, Shin-ying. "Critical multimodal literacy with moving-image texts." English Teaching: Practice & Critique 16, no. 2 (2017): 194–206. http://dx.doi.org/10.1108/etpc-02-2017-0018.

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Purpose This paper aims to examine language learners’ critical multimodal literacy practices with a moving-image text, focusing on text comprehension and interpretation rather than text production. It takes a critical perspective towards multimodality and proposes the simultaneous emphasis on critical and multimodal literacies. Design/methodology/approach This qualitative teacher-inquiry adopts critical multimodal literacy as the framework for understanding learners’ literacy practices. The course implementation highlights images, sounds and words as encompassing the five modes of visual, aura

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Insani, Nur Hanifah, Suwarna, and Sulis Triyono. "EFFECT OF MULTIMODAL LITERACY ON READING ABILITY OF INDONESIAN JAVANESE LEARNERS." Issues in Language Studies 13, no. 2 (2024): 17–33. https://doi.org/10.33736/ils.6472.2024.

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Over the past few years, the use of multimodal literacy in education has emerged as an effective educational tool in language instruction worldwide. As a result, language instruction methods have been replaced by conventional instruction with multimodal literacy, which has the potential to enhance learners’ engagement and comprehension of reading, particularly Javanese script. This quasi-experimental study aims to determine the effect of using multimodal literacy on reading ability of Javanese script learners and to find out Javanese learners’ attitudes of using multimodal literacy on their re

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Ngatman, Ngatman, Ratna Hidayah, Suhartono Suhartono, Tri Saptuti Susiani, Moh Salimi, and Wahyu Khasanah. "Optimizing Multimodal Literacy in Elementary School Learning." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 1 (2019): 339. http://dx.doi.org/10.20961/shes.v2i1.38199.

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<em>This article is a theoretical review for describing multimodal literacy in elementary school learning. The exposure in this article is based on the application of multimodal literation. This paper relates to the pedagogic aspect of the implementation of multimodal literacy learning in the view of constructivism. Learning aims to prepare students for the era of the 4.0 Industrial Revolution. The idea of Literation has now changed because at this time it relates to digital content. Thus, multimodal literacy needs to be examined to explain the role of multimodal literacy in elementary s

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Miki, Mclean HY. "INVESTIGATING OF PRE- SERVICE TEACHERS’ PERCEPTION AND READINESS TO DIGITAL MULTIMODAL LITERACY AT LAKIDENDE UNIVERSITY." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 6, no. 1 (2020): 62–68. http://dx.doi.org/10.21009/ijlecr.061.08.

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The era of 21st century learning literacy is not confined to communication based on reading and writing only traditional printed texts. New kinds of literacies extend to multimedia projects and multimodal texts, which include visual, audio, and technological elements to create meanings. Hence, multimodal literacy has gained more attention amongst literacy educators, researchers and curriculum authorities. The purpose of this study is to investigate the perception and the readiness of English teacher in 21st multimodal literacy in this era of new types of communication. The research conducts an

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Pinheiro, Michelle Soares. "Nas teias da formação docente continuada: letramento multimodal crítico nos livros didáticos." REVISTA INTERSABERES 18 (June 1, 2023): e023do3001. http://dx.doi.org/10.22169/revint.v18.e023do3001.

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Nesse artigo, trazemos uma parte da nossa pesquisa de doutorado e temos como objetivo principal perceber como uma formação docente continuada sobre multimodalidade e letramento multimodal crítico, empregando predominantemente textos multimodais de livros didáticos de português, inglês e espanhol, pode agregar conhecimentos e práticas de ensino para professores de uma escola pública. O referencial teórico foi sobre formação docente continuada, multimodalidade e letramento multimodal crítico. A metodologia empregada na pesquisa foi a autoconfrontação com nuances de pesquisa-ação, envolvendo uma

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Fiftinova, Fiftinova, Nandang Heryana, and Ida Rosmalina. "Exploring Lecturers’ Standpoints in Composing Digital Fiction and Students’ Multimodal Literacy Level." Register Journal 15, no. 2 (2022): 264–83. http://dx.doi.org/10.18326/rgt.v15i2.264-283.

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Multimodality which encourages the combination of text, image, sound, and videos could be varied from class to class. Multimodal literacy as a new dimension of literacy in the 21st century has emerged as a critical skill that EFL students must develop, given its role as a source of meaning in communication. The purpose of this study was to identify the level of students’ multimodal literacy and to identify lecturers’ standpoints on students’ multimodal literacy. This study was conducted both quantitatively and qualitatively and involved 71 EFL students who took creative writing subject in an E

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Tandiana, Soni Tantan, Fuad Abdullah, Agis Andriani, Arini Nurul Hidayati, and Dewi Rosmala. "The Mapping Multimodal Teaching Materials for Indonesian EFL Students: A Need Analysis." Vision: Journal for Language and Foreign Language Learning 12, no. 2 (2023): 147–68. http://dx.doi.org/10.21580/vjv12i219990.

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Multimodality has gained burgeoning attention among scholars from miscellaneous disciplines, such as Linguistics, Discourse Analysis, Semiotics, Sociology, Anthropology, Cultural Studies, and Language Pedagogy. Nevertheless, little is known about the issue of what teaching materials students need to develop their multimodal literacy, notably in the Indonesian EFL milieu. Hence, this case study addresses this void by examining what type of teaching materials university undergraduate students need to cultivate their multimodal literacy. This study involved 99 undergraduate students from three di

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Jensen, Amy Petersen. "Multimodal Literacy and Theater Education." Arts Education Policy Review 109, no. 5 (2008): 19–28. http://dx.doi.org/10.3200/aepr.109.5.19-28.

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Dwi Jayanti, Erna, and Ika Lestari Damayanti. "Exploring Teachers’ Perceptions of Integrating Multimodal Literacy into English Classrooms in Indonesian Primary Education." Child Education Journal 5, no. 2 (2023): 98–109. http://dx.doi.org/10.33086/cej.v5i2.5240.

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Multimodal literacy is seen as an integral part of 21st century learning since children are growing withvarious modes of communication in their daily life. Despite its significance emphasized in the nationalcurriculum, the study about multimodal literacy in English classrooms in Indonesia is still limited. Thisstudy aimed to expose the incorporation of multimodal literacy into English classrooms from the perspectiveof elementary and middle schools’ English teachers across Indonesia. This research was conducted throughan online questionnaire distributed through WhatsApp. There were sixty-one En

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Auliyana Rahmah Harahap, Siti Putri Ardiyanti Pasaribu, Vidiani Sembiring, Mara Untung Ritonga, and Abdurahman Adisaputra. "ANALISIS PENGGUNAAN TEKS MULTIMODAL UNTUK MENINGKATKAN KEMAMPUAN LITERASI DI SEKOLAH DASAR." SOKO GURU: Jurnal Ilmu Pendidikan 5, no. 1 (2025): 01–12. https://doi.org/10.55606/sokoguru.v5i1.4990.

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Literacy skills are a fundamental element in primary education that influence students' success in various fields. However, the results of the PISA survey show that the literacy levels of Indonesian students are still unsatisfactory. One innovative approach that can improve students' literacy skills is the use of multimodal texts. Multimodal texts integrate various modes of communication such as written text, images, audio, and video to convey information, which is believed to enhance student engagement and understanding in the learning process. Several studies indicate that the application of

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Arroyo Bretaño, Javier. "Towards multimodal literacy in translation studies." Estudios de Traducción 15 (June 20, 2025): 25–32. https://doi.org/10.5209/estr.98227.

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Contemporary culture is characterized by the dominance of audiovisual factors. This has forced translation studies to broaden their vision of what texts are. This recontextualization has made it possible to study multimodal and intersemiotic translations in depth. However, despite the proliferation of analyses of multimodal translations, we have not yet managed to standardize the theoretical foundations that allow us to study this phenomenon from translatology and, more specifically, to teach it in the classroom. Therefore, this article reflects on the need for multimodal literacy in translati

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Padmadewi, Ni Nyoman, Luh Putu Artini, Ni Made Ratminingsih, and I. Ketut Trika Adi Ana. "Elementary School Teachers’ Readiness in Teaching Technology-based Literacy." International Journal of Elementary Education 7, no. 2 (2023): 299–310. http://dx.doi.org/10.23887/ijee.v7i2.61675.

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The Independent Curriculum requires teachers to have the ability to use technology in the learning process and improve students' literacy skills. However, there are still many teachers who experience difficulties in using technology and increasing student literacy. For this reason, this study aims to identify the effect of multimodal training on increasing teacher readiness to implement technology-based literacy learning. This research is a mixed-method study with a concurrent triangulation design involving 24 English teachers. Methods of data collection through questionnaires, interviews and

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Ohito, Esther O. "“Blackness is not just a single definition”: multimodal composition as an exercise for surfacing and scaffolding student theorizing in a Black Studies classroom." English Teaching: Practice & Critique 20, no. 2 (2021): 227–44. http://dx.doi.org/10.1108/etpc-05-2020-0047.

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Purpose This study aims to investigate multimodal composition as an exercise or tool for teaching students theory building. To illustrate, an analysis of artifacts comprising a student’s multimodal composition, which was created in response to a multipart literacy assignment on theorizing Blackness, is analyzed. Design/methodology/approach Afrocentricity served as both theoretical moor and research methodology. Qualitative case study, focusing on the case of an individual student, was the research method used. Findings Multimodal composition was an effective exercise for surfacing the multidim

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Rahmah, Anita, and Eka Fitriyana. "Investigating Students’ Multimodal Literacy on Prose in Language Education Course at Billfath University." E-LINK JOURNAL 11, no. 2 (2024): 153–69. https://doi.org/10.30736/ej.v11i2.1129.

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This research aims to investigate multimodal literacy on Prose in Language Education course at Billfath University, focusing on how students understand and create meaning through text, images, sound, and digital media. Using qualitative methods, data from 20 sixth-semester students (academic year 2023/2024) were collected through observations, interviews, surveys, and document analysis. Findings indicate the integration of multimodal literacy in activities such as creative writing and digital application use. Students effectively applied multimodal literacy in tasks such as text analysis and d

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Taylor, Sheryl V., and Cynthia B. Leung. "Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning." Early Childhood Education Journal 48, no. 1 (2019): 1–10. http://dx.doi.org/10.1007/s10643-019-00974-0.

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Sutrisno, Djoko, Noor Azlinda Zainal Abidin, Nanda Pambudi, Emilia Aydawati, and Sulfikar Sallu. "EXPLORING THE BENEFITS OF MULTIMODAL LITERACY IN ENGLISH TEACHING: ENGAGING STUDENTS THROUGH VISUAL, AUDITORY, AND DIGITAL MODES." Global Synthesis in Education Journal 1, no. 2 (2024): 1–14. http://dx.doi.org/10.61667/xh184f41.

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This research paper investigates the benefits of integrating multimodal literacy into English teaching practices. Multimodal literacy refers to the ability to comprehend and create meaning using multiple modes of communication, such as visuals, auditory elements, and digital technologies. The study aims to explore how incorporating multimodal approaches can enhance student engagement and learning outcomes in English classrooms. Drawing on recent research and educational theories, this paper examines the theoretical underpinnings of multimodal literacy and its potential impact on language acqui

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Fedorenko, Svitlana V. "EXPERIENCE OF DEVELOPING STUDENTS’ MULTIMODAL LITERACY IN THE DIGITAL LEARNING ENVIRONMENT OF HIGHER EDUCATION INSTITUTIONS." Information Technologies and Learning Tools 69, no. 1 (2019): 12. http://dx.doi.org/10.33407/itlt.v69i1.2405.

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The paper presents a theoretical overview of the notion “multimodal literacy” in the context of the multiliteracies pedagogy focusing on the research relevant to developing notions of literacy for twenty-first century higher education standards. The relevance of the topic is explained by the fact that the modern world is becoming more and more pluralist and increasingly dependent on new technologies and different modes of communication, students require new transdisciplinary skills and methods of learning. The author examines the changing pattern of literacy as broad, multidimensional knowledg

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Campbell, Terry A. "Why multimodal literacy matters: (Re)conceptualizing literacy and wellbeing through singing-infused multimodal, intergenerational curricula." International Review of Education 64, no. 2 (2017): 283–85. http://dx.doi.org/10.1007/s11159-017-9699-1.

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Kim, Bo-Ok, and Kyong-hahn Kim. "A study on the direction of basic literacy education in the subject of English based on multimodal literacy." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 4 (2025): 553–67. https://doi.org/10.22251/jlcci.2025.25.4.553.

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Objectives This study aims to explore the direction of literacy education in the English subject from the perspective of multimodal literacy, as presented in the 2022 revised national curriculum, based on the analysis of existing research on basic literacy. Methods A review of the 2022 revised national curriculum and prior studies on literacy and multimodal literacy was conducted. Based on this review, a literacy analysis tool for the English subject was developed. Research materials on literacy in English education from 2005 to 2024 were collected using the academic information search service

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Bekturova, Madina, Davronzhon Gaipov, Gergana Dyankova, and Saule Tulepova. "Examining Multimodal Literacy Skills Among EMI Teachers in Kazakhstan." International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 13, no. 1 (2025): 217–22. https://doi.org/10.23947/2334-8496-2025-13-1-217-222.

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The integration of English as a Medium of Instruction (EMI) in Kazakhstani universities necessitates effective multimodal communication in teaching. However, limited research has explored EMI instructors’ multimodal literacy—their ability to utilize verbal, visual, and textual elements to enhance instruction. This study investigates the relationship between EMI instructors’ ability to express and interpret multimodal content and their preference for multimodal communication in teaching at a Kazakhstani university. A quantitative research design was employed, utilizing a validated survey instru

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Cappello, Marva, Angela M. Wiseman, and Jennifer D. Turner. "Framing Equitable Classroom Practices: Potentials of Critical Multimodal Literacy Research." Literacy Research: Theory, Method, and Practice 68, no. 1 (2019): 205–25. http://dx.doi.org/10.1177/2381336919870274.

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This article presents an illustrative case study to explore the classroom potentials of critical multimodal literacy. We feature Marcela’s multimodal response to demonstrate how she engaged with visual and textual tools for learning. Illustrative cases are especially useful to explore a particular issue and often involve in-depth analysis of qualitative data that represents theoretical constructs or significant findings. Critical multimodal literacy is a framework that we developed from a synthesis of the research literature to describe the ways that children use tools (e.g., sketches, videos)

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Shen, Yanan, Habibah Ab Jalil, and Rahimah Jamaluddin. "A 10-Year Systematic Review on the Incorporation of Digital Games for Multimodal Literacy Education." WSEAS TRANSACTIONS ON COMPUTER RESEARCH 12 (October 24, 2024): 463–74. http://dx.doi.org/10.37394/232018.2024.12.46.

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Digital games increasingly penetrate young people’s lives and have become a prominent tool for 21st-century teaching and learning. While digital games are promising resources for fostering multimodal literacy, empirical evidence of their application in educational settings remains limited. This study conducted a 10-year systematic review of 20 relevant empirical journal articles to provide a comprehensive understanding of utilizing digital games in multimodal literacy learning across primary, secondary, and higher education levels. The findings revealed the main contextual features, game featu

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Fatmawati, Endang, Nanda Saputra, Magdalena Ngongo, Ridwin Purba, and Herman Herman. "An Application of Multimodal Text-Based Literacy Activities in Enhancing Early Children’s Literacy." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 5 (2022): 5127–34. http://dx.doi.org/10.31004/obsesi.v6i5.2782.

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Salah satu program pengembangan yang sangat penting dalam pendidikan anak usia dini adalah pengembangan bahasa. Tujuan dari penelitian ini adalah untuk mengembangkan kegiatan literasi denngan menggunakan Kegiatan Literasi Berbasis Teks Multimodal untuk anak usia dini di salah satu sekolah TK di Pematangsiantar. Metode deskriptif kualitatif diterapkan dalam penelitian ini. Sumber data penelitian ini adalah anak usia dini sebanyak 26 siswa. Observasi, wawancara, dan dokumentasi digunakan untuk memperoleh data. Triangulasi teknik dan triangulasi sumber digunakan dalam analisis data. Proses interp

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Al Farabi, Muhammad Ramdhan Fathin, and Zuliati Rohmah. "TEACHING MULTIMODAL LITERACY THROUGH INTEGRATED LEARNING OF ADVERTISEMENT TEXTS." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 6, no. 1 (2023): 73. http://dx.doi.org/10.20527/jetall.v6i1.15340.

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Multimodality is a term that has been widely discussed by linguists and semioticians, even education and technology experts in recent years. Then, the selection of multimodal literacy is quite reasonable as an effort to develop student competence. Regarding multimodal texts in comprehensive learning, reading, listening, writing, and speaking are the four modalities that make up multimodal texts and can be integrated into classroom learning. This study aims to analyze what types of multimodal texts are used in this study, how is the application of advertising texts is in integrated learning, an

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Saputra, Dimas Teguh, Laili Etika Rahmawati, and Markhamah Markhamah. "Implementation strategy of multimodal literacy text as a means to optimize literacy in Indonesian language lessons for elementary school students." BAHASTRA 45, no. 1 (2025): 155–64. https://doi.org/10.26555/bs.v45i1.1260.

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Multimodal literacy texts in Indonesian language learning in primary schools are needed to improve students' literacy skills holistically, along with the demands of the digital era that require students to understand various forms of visual, audio and digital-based texts. Literacy is an important skill in the industrial revolution 4.0 era, but literacy skills in Indonesia are still relatively low, especially in reading and numeracy literacy. The school implemented a multimodal literacy strategy that includes integrating text with visual and audio media, implementing collaborative learning, wri

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Volker Pietsch. "INTO THE MULTIVERSE – STUDENTS COMMENTING ON AUDIO-VISUAL SIMULTANEITY." L1-Educational Studies in Language and Literature 24, no. 3 (2024): 1–29. http://dx.doi.org/10.21248/l1esll.2024.24.3.628.

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In this article, I analyze the results of a qualitative study that investigated how a class of seventeen fourth graders (aged 10 to 11) from a primary school in Lower Saxony verbalize and construct the actions, feelings and perspectives of characters in the same shot by relating it to different soundtracks. The lesson was video- and audio recorded. The transcribed conversation was examined with qualitative content analysis. The results indicate the potential for Multimodal Literacy and Literary Learning that lies in the development of narrative interactions between image and sound in their sim

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Papadopoulou, Maria, Sophia Goria, Polyxeni Manoli, and Evgenia Pagkourelia. "Developing multimodal literacy in tertiary education." Journal of Visual Literacy 37, no. 4 (2018): 317–29. http://dx.doi.org/10.1080/1051144x.2018.1540177.

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Carlito, M. Delores. "Supporting multimodal literacy in library instruction." Reference Services Review 46, no. 2 (2018): 164–77. http://dx.doi.org/10.1108/rsr-02-2018-0015.

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Purpose Students interact with information in many ways throughout the day, code switching between modes depending on their needs. Educators are finally realizing that composing in more than one mode is not only important, but also necessary. The purpose of this study is to examine the role of the academic library, the ACRL Framework and information literacy instruction in creating ethical, inspired users. Design/methodology/approach This paper looks at previously published work on multimodal discourse, how libraries have supported modes in the past and how the ACRL Information Literacy Framew

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Towndrow, Phillip A., Mark Evan Nelson, and Wan Fareed Bin Mohamed Yusuf. "Squaring Literacy Assessment With Multimodal Design." Journal of Literacy Research 45, no. 4 (2013): 327–55. http://dx.doi.org/10.1177/1086296x13504155.

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Yi, Youngjoo, Nicole King, and Afida Safriani. "Reconceptualizing Assessment for Digital Multimodal Literacy." TESOL Journal 8, no. 4 (2017): 878–85. http://dx.doi.org/10.1002/tesj.354.

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Hope, Kate, Katie Alford, and Rebecca Chatham-Vazquez. "Multimodal Memoirs: Re-envisioning Literacy Narratives." English Journal 111, no. 6 (2022): 45–51. http://dx.doi.org/10.58680/ej202231944.

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Serafini, Frank. "Multimodal Literacy: From Theories to Practices." Language Arts 92, no. 6 (2015): 412–23. http://dx.doi.org/10.58680/la201527389.

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The creation of visual images and multimodal texts allows humans to communicate feelings and ideas across time and space, develop relationships with one another, and document the details of everyday experiences. With greater frequency, students are confronted with texts that include visual images and a variety of design features rather than texts that focus primarily on written language. The inclusion of multimodal features in addition to written language presents challenges to novice readers as they work within and across multiple sign systems to construct meaning. The purpose of this article

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Rumsey, Suzanne Kesler. "Heritage Literacy: Adoption, Adaptation, and Alienation of Multimodal Literacy Tools." College Composition & Communication 60, no. 3 (2009): 573–86. http://dx.doi.org/10.58680/ccc20096971.

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This article presents the concept of heritage literacy, a decision-making process by which people adopt, adapt, or alienate themselves from tools and literacies passed on between generations of people. In an auto-ethnographic study, four generations of a single family and Amish participants from the surrounding community were interviewed to explore the concept.

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McKee, Lori. "Leveraging Multimodal Literacies: Design of a Multimodal Research Journal." Journal of the Canadian Association for Curriculum Studies 18, no. 1 (2020): 111–12. http://dx.doi.org/10.25071/1916-4467.40477.

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This presentation explores the interplay between the researcher’s understandings of multimodal literacies (Walsh, 2011) and the design of a digital, multimodal, research journal using the Google Keep application (Google, 2018). The examples come from a year-long action research study (Pine, 2009) designed to inform the pedagogies of a novice educator. The research journal design was built upon understandings of multimodal literacy that recognize that meanings can be shaped through the researcher-digital interface (Kuby & Rowsell, 2017), and it was extended from uses of Google Keep for peda

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Bearne, Eve. "Multimodality, literacy and texts: Developing a discourse." Journal of Early Childhood Literacy 9, no. 2 (2009): 156–87. http://dx.doi.org/10.1177/1468798409105585.

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This article argues for the development of a framework through which to describe children's multimodal texts. Such a shared discourse should be capable of including different modes and media and the ways in which children integrate and combine them for their own meaning-making purposes. It should also acknowledge that multimodal texts are not always or only screen-based. In addition, it is argued that current definitions of literacy do not readily answer to the variety of semiotic resources deployed in the design of multimodal texts. In revisiting the author's previous tentative thoughts about

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Vergara-Burgos, Marinel. "A QUALITATIVE EXPLORATION OF MULTIMODAL LITERACY'S IMPACT ON ENHANCING STUDENTS' LINGUISTIC ABILITIES." Ignatian International Journal for Multidisciplinary Research 2, no. 10 (2024): 190–201. https://doi.org/10.5281/zenodo.13888537.

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This study investigates  the students' lived experiences with multimodal literacy and how it affects their linguistic development. Multimodal literacy, which incorporates several communication modes like visuals, videos, and audio, improves comprehension, retention, and language skill development in listening, speaking, reading, and writing. During in-depth interviews, students reported increased motivation and engagement while interacting with multimodal content. They did, however, confront hurdles such as cognitive overload, technological limitations, and limited resources. A thematic a

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Sinar, T. Silvana, Mohammad Andri Budiman, Rohani Ganie, and Rusdi Noor Rosa. "Students’ Perceptions of Using Roblox in Multimodal Literacy Practices in Teaching and Learning English." World Journal of English Language 13, no. 7 (2023): 146. http://dx.doi.org/10.5430/wjel.v13n7p146.

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The need for digital technology involvement in education is increasingly apparent, so learning techniques are required to be prepared in various digital formats. Using digital learning materials enables teachers to implement the current concept of literacy, i.e., multimodal literacy. This study aims to find out the students' need for digital literacy and their perceptions of using the Roblox game as the learning media to improve their multimodal literacy. This descriptive study used a survey method, taking the second-year junior high school students in the 2021-2022 academic year in one of the

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Cook, Mike P., and Jeffrey S. J. Kirchoff. "Teaching Multimodal Literacy Through Reading and Writing Graphic Novels." Language and Literacy 19, no. 4 (2017): 76. http://dx.doi.org/10.20360/g2p38r.

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Scholarship suggests that writing teachers and instructors looking to integrate multimodal composition into their secondary or post-secondary classrooms should consider graphic novels as a mentor text for multimodal literacy. To help those pedagogues unfamiliar with graphic novels, we offer three titles—The Photographer, Operation Ajax, and Whatever Happened to the World of Tomorrow—students have responded positively to. Herein we offer a summary for each text, a discussion of their uses to teach multimodal literacy, a range of multimodal assignments to pair with each text, and a variety of as

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