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WHAT IS MULTILITERACY?According to Ajayi (2011): “Multimodal/mulitliteracies pedagogy provides the conceptual space in which ESL pupils can expand their literacy practices by integrating different modes, including languages, images, colors, and other non-textual features to mediate interpretations of texts”.

According to Jaocb (2012):“To me, multiliteracies goes beyond textbooks and traditional writing.  It is allows for more forms(movies, songs, art, poetry, dance, L1, and creativity) of literacy in the classroom. It helps bring life to a subject and allow for a cultural connection.  It often has the ability to foster deeper thinking and raise motivation.  For a language classroom, this allows for both linguistic and affect growth.  Students are able to express themselves in new ways and gain confidences along the way.”

WHAT IS MULTILITERACY?According to Alejandra (2012):“…It benefits ESL/EFL and FL instruction and also assessment methods because it draws upon students’ cultural backgrounds and previous experiences which they bring to the classroom but are often “shut downed” or ignored. This way, their language learning experience becomes relevant, meaningful and established a connection with their individual lives by also allowing them to express themselves in multiple ways (not just reading and writing).”

According to Michael (2012):“Multiliteracies combines the student’s funds of knowledge and strengths with learning. When a student is allowed to use their own cultural background and strengths in the classroom to express their views and opinions their identity is acknowledged creating for a better understanding of the material from both sides including their own cultural background and their peer’s cultural background.”

VIDEO OR FILM “READING”

Has anyone ever heard of video or film “reading”? If so, tell us about your experience with it. If not, how might you incorporate this into your curriculum?

“Mulitmodality offers ESL pupils the potential of building a link between everyday literacy practices and the school literacy theories and practices” (Ajayi, 2011).

LANGUAGE

“…language is the medium of instruction and how language is used shapes what gets learned, how it is learned, and who gets to learn it” (Larson, 2006).

Many of you chose digital storytelling as your most useful activity described in the readings and video. How might you incorporate language in your digital storytelling activity?

VISUAL STORYTELLING

Graphic Novel is a “book-length sequential art narrative featuring an anthology-style collection of comic art, a collection of reprinted comic book issues comprising a single story line (or arc), or an original, stand-alone graphic narrative.” (James Bucky Carter)

Visual Narrative is a story told primarily through the use of visual media. The story may be told usting photography, illustration, or video and may be enhanced with graphics, music, and other audio. (Wikipedia)

How might you incorporate language in a visual storytelling activity?

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CRITICAL LITERACY CONNECTIONS“Concerning critical literacy, I see the use of multimodal based materials as beneficial to ESL/EFL/FL learners because these materials allow the students to view and understand the learning from sources they see in their everyday lives, or if what they are seeing is different than their lives, they then have the chance to critically think about what they are being taught and how it relates to their own lives, cultures and identities. Also, as the readings pointed out, when multimodal teaching tools are used, the students don’t have to rely on English language to understand or find meaning to what is being taught, so hopefully they will not get frustrated and lose interest in critically thinking about what is being taught.” Wade

“I think one commonality of the two subjects is the importance of keeping students engaged. I am not sure this is unique to these two concepts, because for many connections to be made the student must be engaged. I think that critical literacy and multiliteracies could actually be intertwined into one lesson…this could emphasize how different perspectives and modes require different information and thought processes.” Tim

MULTIPLE MODALITIES

Wordless picturebooks and visual literacy

“Picturebooks are now recognised as a sophisticated, mulitmodal art form with the potential for engaging audiences of all ages. Their potential for developing reading as well as critical literacy skills and for extending creativity through writing, art and drama, has also been recognised (e.g. Kiefer 1995; Arizpe and Styles 2003; Pantaleo 2008; Sipe 2008; Arizpe 2009). Wordless picturebooks in particular present opportunities for children who find it difficult to read text: there are no right or wrong answers, the texts are open to multiple interpretations and therefore invite collaborative meaning-making through predicting, analysing the author’s intentions and drawing on their own ‘funds of knowledge’. They provide all children with opportunities to explore the structure and purpose of narrative regardless of their development as readers of print. “ Arizpe, (2009)

Visual Journeys with Immigrant Readers:Minority voices create words for wordless picturebooks

STRATGIES FOR DISCUSSING WORDLESS PICTURE BOOKS

• Use a variety of group arrangements, also try organizing students into linguistically homogeneous groups to facilitate children’s access to native language

• Keep conversation open, invite students to share their thinking, feeling, and encourage predicting and questioning

• Use prompts and graphic organizers may be helpful

• Pay attention to the elements of art in the book format: perspective, line, color, light, frames, etc.

• Remember inquiry can take the form of wondering and guessing, such as “Maybe…..”, and “I wonder if….”

• Ask for volunteers to share aloud observations, act them out, or draw their own reaction to the story

• DO NOT RUSH, provide enough time for the student to become familiar with the story

Martinez-Roldan, Newcomer, (2011)Reading between the Pictures: Immigrant Students’ Interpretations of The Arrival

THANK YOU!

References

Arizpe,E. (2009). Visual Journeys with Immigrant Readers: Minority voices create words for wordless picturebooks. Ongoing research. University of Glasgow.

Farrell M., Arizpe, E., & McAdam, J. (2010). Journeys across visual borders: Annotated spreads of The Arrival by Shaun Tan as a method for understanding pupil’s creation of meaning through visual images. Australian Journal of Language and Literacy. Vol 33 (No 3) pp. 198-210.

Martinez-Roldan, C., Newcomer, S. (2011). Reading between the Pictures: Immigrant Students’ Interpretations of The Arrival. Language Arts. Vol 88 (No 3) pp. 188-196.

Tan, S. (2006). The Arrival.New York: Scholastic.

http://www.youtube.com/watch?v=2N4fbYF5Qvg&feature=related

http://www.youtube.com/watch?v=xJ6MDoTGh_k&feature=related

Various Class Readings & Video