You are here:

Multimodality and Literacy in School Classrooms
ARTICLE

Review of Research in Education Volume 32, Number 1, ISSN 0091-732X

Abstract

The characteristics of contemporary societies are increasingly theorized as global, fluid, and networked. These conditions underpin the emerging knowledge economy as it is shaped by the societal and technological forces of late capitalism. These shifts and developments have significantly affected the communicational landscape of the 21st century. A key aspect of this is the reconfiguration of the representational and communicational resources of image, action, sound, and so on in new multimodal ensembles. The terrain of communication is changing in profound ways and extends to schools and ubiquitous elements of everyday life, even if these changes are occurring to different degrees and at uneven rates. It is against this backdrop that this critical review explores school multimodality and literacy and asks what these changes mean for being literate in this new landscape of the 21st century. The two key arguments in this article are that it is not possible to think about literacy solely as a linguistic accomplishment and that the time for the habitual conjunction of language, print literacy, and learning is over. This review, organized in three parts, does not provide an exhaustive overview of multimodal literacies in and beyond classrooms. Instead, it sets out to highlight key definitions in an expanded approach to new literacies, then to link these to emergent studies of schooling and classroom practice. The first part outlines the new conditions for literacy and the ways in which this is conceptualized in the current research literature. In particular, it introduces three perspectives: New Literacies Studies, multiliteracies, and multimodality. Contemporary conceptualizations of literacy in the school classroom are explored in the second part of the chapter. This discussion is organized around themes that are central to multimodality and multiliteracies. These include multimodal perspectives on pedagogy, design, decisions about connecting with the literacy worldsof students, and the ways in which representations shape curriculum knowledge and learning. Each of these themes is discussed in turn, drawing on a range of examples of multimodal research. The third and final part of the article discusses future directions for multiple literacies, curriculum policy, and schooling.

Citation

Jewitt, C. (2008). Multimodality and Literacy in School Classrooms. Review of Research in Education, 32(1), 241-267. Retrieved March 24, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. Elementary students’ socialization into science reading

    Alandeom W. Oliveira & Erica M. Barnes, State University of New York at Albany, United States

    Teaching and Teacher Education: An International Journal of Research and Studies Vol. 81, No. 1 (May 2019) pp. 25–37

  2. A Multimodal Sound Installation for Experiential Learning

    Luca Ludovico, Giorgio Presti & Corrado Saija

    Journal of e-Learning and Knowledge Society Vol. 13, No. 1 (Jan 29, 2017)

  3. I, Pseudocoder: Reflections of a Literacy Teacher-Educator on Teaching Coding as Critical Literacy

    Kira Baker-Doyle, Arcadia University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 255–270

  4. Designing Pedagogy with New Media: A Tangle of Teachers, Strategies, and Tactics

    Julie Rust, Millsaps College, United States

    Contemporary Issues in Technology and Teacher Education Vol. 17, No. 2 (June 2017) pp. 168–193

  5. Transitioning from Traditional Writing to Digital Design

    Christine DeSimone & Mia Williams, University of Northern Colorado, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2459–2463

  6. Multiple technologies and multiliteracies: How Beginning English Teachers Make Sense of Technology and Literacy in their Classroom Instruction

    Benjamin Boche & Melanie Shoffner, Purdue University, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4479–4482

  7. Making Meaning through the Viewfinder: Responding to Literature through Video

    Benjamin Boche & Melanie Shoffner, Purdue University, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4472–4478

  8. Digital Biliteracy as a Social Practice: biliteracy development through digital technology

    Laila Al Salmi, University of Texas at El Paso, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4352–4360

  9. Enhancing students’ awareness of multimodal affordances and constraints: The case of the construction of a student-generated virtual museum

    Mark Evan Nelson, National Institute of Education,Nanyang Technological University, Singapore; Feng Sim, Fraunhofer IDM@NTU, Nanyang Technological University, Singapore

    EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 488–497

  10. Learning as representation and representation as learning: A theoretical framework for teacher knowledge in the digital age

    Janaina Minelli Oliveira, Mercè Gisbert Cervera & Mar Camacho Martí, Universitat Rovira i Virgili, Spain

    EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 2646–2653

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.