Multiliteracy and Multimodality in the New ELA Classroom

John Brewer Dr. Sarver ENG 506

As we move forward as teachers in this new digital generation, it is our responsibility to discern the best way to marry the traditional notion of literacy, reading and digesting print-based text, to the emerging forms of literacy provided by the resources of our age. It has been acknowledged that the traditional is outdated at best. As Jewitt states, Against this changing communicational landscape, which can be typified by diversity and plurality, the dominant view of literacy as a universal, autonomous, and monolithic entity is at best dated and in need of reconsideration. (2008) Being able to read and process print text is no longer the only suitable skill for future workers in this technological generation. Students need to be prepared for a world in which technology is inseparable from the workplace. To better understand how to accomplish such a feat, it is essential to understand the difference between multimodality and multiliteracies. Multiliteracies, when applied to pedagogy, include, two interconnected changes in the communicational landscape that impinge on what it means to be literate. (Jewitt, 2008) Again, there is more evidence of the ever changing definition of the term literacy. To keep up with the changing definition, Jewitt would have teachers and administrators alike realize that the two interconnected changes include recognizing the increasing significance of cultural and linguistic diversity in a global economy and the complexity of texts with respect to nonlinguistic, multimodal forms of representation and communication, particularly, but not limited to, those affiliated with new technologies. (2008) Technology has, in part, eliminated the borders and boundaries that distance has created between the cultures of the world. Now, more than ever, different cultures and communities are just a click away. That, combined with the increasing volume of multimodal communication formats makes up multiliteracies. Multiliteracies acknowledge, or better yet embrace, the difference in cultures in a suddenly, much smaller world, while at the same time addressing the newer forms of communication available to digital users. Citing Cope and Kalantzis, Jewitt informs readers, The social and political goal of multiliteracies is to situate teachers and students as active participants in social change, the active designers of social futures. (2008) Globalization has created a world in education where ethnocentrism is not only no longer valued, it is essentially abhorred. That is not to say that having pride in ones nation is

inappropriate, but rather to emphasize the fact that because of technology, our world is more interconnected than ever. Multimodality is part of the definition of multiliteracy, yet retains its own unique definition. Once again, calling on the work of Jewitt, Multimodality attends to meaning as it is made through the situated configurations across image, gesture, gaze, body posture, sound, writing, music, speech, and so on. (2008) The theory of multimodality essentially demolishes the traditional idea of literacy being bound to text. It allows for literacy and meaning making to encompass a much broader spectrum of communication. With the increasing exposure of students to advertisements, podcasts and/or digital stories, the traditional concept of meaning making has been injected with different sensory stimulations. Digesting the images associated with text, the camera angle or focus in a commercial or the tone of music that accompanies an advertisement or broadcast all enhance or recreate the meaning being transmitted. According the NCTE organizations website, Young children practice multimodal literacies naturally and spontaneously. They easily combine and move between drama, art, text, music, speech, sound, physical movement, animation/gaming. ("Position statement on," 2005) Therefore, multimodality is in a way its own form of literacy, but adapted to the digital generation to include information beyond text. Whether teachers are prepared or not, it is imperative that they address the importance of multimodality as the majority of students have had access to this form of communication at an early age and are not only comfortable making meaning from these modes, but proficient at the activity as well. With these two terms now more clearly defined, the next task is to address how these terms can be applied to pedagogy and the implications on our future classrooms. According to the essay Beliefs About Technology and the Preparation of English Teachers: Beginning the Conversation, new technologies are changing the types of texts we and our students create and interpret even as they are influencing the social, political, and cultural contexts in which our texts are composed and shared. (Swenson, Rozema, Young, McGrail, Whitin, 2005) This quote truly illuminates how insidious technology has become in todays generation. It is powerful enough to change longstanding contexts and

methodologies. Of particular interest in that quote is the fact that technology impacts the form of texts created and interpreted. Listed below are specific aspects New York Common Core Standards taken from the ELA grades 6-12 portion of the standards: -Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. -Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem -Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. -Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres. ("New york state," 2010) Italicized terms and words are the work of this author and not the authors of the Common Core. Yet these guidelines set for teachers in their task of educating students, incorporate language that makes it impossible to neglect multimodality or multiliteracy. Even the Teaching Commandments have adapted to this shift toward the digital generation. Our task as teachers is to not only make sure that we effectively expose students to a number of different modes of communication but that students understand the advantages and disadvantages of these different modes. Furthermore, we are responsible for ensuring that students are aware of their accountability in regards to publishing digital documents and performing the necessary citation methods and critique of sources in their work. Finally, by addressing the need to develop cultural connections the Core speaks to the multiliteracy approach of being a culturally aware citizen. The benefits of multimodality and multiliteracies are not just limited to the provisions found within the New York Common Core Standards. If a teachers goal is to create a classroom climate that is accepting of all cultures and types of students, the multiliteracy approach to pedagogy is essential.

According to Jewitt, by implementing multiliteracies into pedagogy, teachers are, setting out to make the classroom walls more porous and to take the students experiences, interests, and existing technological and discourse resources as a starting point (2008) This method would not only help create a positive learning environment, but it would also be more productive. In a setting where their voice is being heard, students are much more likely to participate and enjoy learning. Multiliteracy helps create culturally aware students, while at the same time addressing the interests of students thus better preparing them for college and the real world by acclimating them to the countless cultures they will be exposed too. For a long time, teachers were the masters of the classroom universe, but that particular power structure has proven to be ineffective for the past couple, if not several, decades as evidenced by the constant revising and remodeling of the educational system. It is imperative that current and future teachers alike shelf their pride in the classroom. We are all products of an antiquated education system. The first step is admitting the problem. Our students on the other hand, were born and raised with the internet, computers, cell phones, and now tablets, as a part of their life. In order to address this issue, The National Council of Teachers of English (The NCTE) recommends, Educators will have to devise ways of including students who are advanced technology practitioners in the development of curricula, professional development experiences, teacher recruiting, and the setting of relevant policies. ("Position statement on," 2005) Teachers must never stop learning or become complacent. Aside from performing their own research regarding a technological tool, there is no shame in asking students for help in regards to technology. They are much more versed than most teachers, and as all teachers can affirm, one of the best methods of learning is by teaching. Alongside the need for teachers to continue their own education in regards to technology, they must be well-versed in the application of technology to products and creativity. As per the journal Beliefs About Technology and the Preparation of English Teachers: Beginning the Conversation, multimedia texts that make use of technological innovations and integrate multimodal literacies provide a broader and more dynamic representation of ideas than afforded by the limitations of print. (Swenson,

et. Al, 2005) For students who struggle with reading, comprehending and creating text, a plethora of options are now being provided for their avenue(s) of communication. Students are no longer armed with just pen and paper. Now, they have a multitude of different modes to consider in their stylistic choices for creation; however these new avenues come with new responsibilities. The NCTE acknowledges, With the development of multimodal literacy tools, writers are increasingly expected to be responsible for many aspects of the writing, design, and distribution processes that were formerly apportioned to other experts. ("Position statement on," 2005) This means that teachers need to not only be aware of how to properly cite text documents, but also be versed in the digital copyright issues in regards to properly including media such as photographs or music clips legally into the new forms of student work now being produced. Once again, the NCTE proposes, Students in the 21st century must be able to take information from multiple places and in a variety of different formats, determine its reliability, and create new knowledge from that information. ("Ncte framework for," 2008) The plethora of sources available to students via the internet requires a constant vigilance on our part as educators to ensure that our students are indeed producing original, legal work as they would be expected to in the workplace. Looking toward the future, by integrating multimodality and multiliteracies in a classroom, we need to change how we look at students. Jewitt informs us, This includes understanding students as sign makers, the texts they make as designs of meaning, and the meaning-making processes that they are engaged in. (2008) By thinking of our students in the ELA classroom as designers, not writers, a whole other dimension is added to teaching. Before even entering our classroom, students have developed their own digital form of communication or sign making. Students will be reading modes and creating works outside the traditional realm of communication. Now, instead of worrying about solely plagiarism, we must consider copyright infringements and piracy. By embracing these concepts, we will aide both ourselves and our students in creating a positive classroom atmosphere where all cultures and modes of communication are accepted. Incorporating these themes into the classroom, students will be much better equipped to deal with the demands of this generations workplace.

Works Cited Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education,34(281), 241-267. doi: 10.3102/0091732X07310586 Ncte framework for 21st century curriculum and assessment. (2008, November 19). Retrieved from http://www.ncte.org/positions/statements/21stcentframework New york state p-12 common core learning standards for english language arts & literacy . (2010, June 2). Retrieved from http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learnin g_standards_ela.pdf Position statement on multimodal literacies. (2005, November). Retrieved from http://www.ncte.org/positions/statements/multimodalliteracies Swenson, J., Rozema, R., Young, C. A., McGrail, E., & Whitin, P. (2005). Beliefs about technology and the preparation of English teachers: Beginning the conversation.Contemporary Issues in Technology and Teacher Education [Online serial], 5(3/4).