Multi-modal literacy

Multi-Modal Literacy

Literacy has traditionally been the ability to read and write.  This basic definition of literacy amounts to the ability to communicate in a non-verbal way.  Today literacy is about so much more than reading and writing.  There are a variety of non-traditional ways to communicate through the use of technology.  For many years my resume included the statement, “I am computer literate.”  Today, that statement in and of itself is no longer sufficient to express ones literacy as literacy has expanded beyond the basics of communication.

I raised my children during a time when children were classified as either auditory or visual learners.  There was an accepted pedagogy that if instruction was targeted to the manner in which a child learned best that they would meet and exceed standards that were set for them.  The concept of multimodal reading and writing being an accepted pedagogical format reinforces this theory, “multimodal literacies instruction is a philosophical orientation that holds that children (and adults) learn best when engaged in complex, socially constructed, personally relevant, creative composition and interpretation of texts….” (Sanders, 4)  Basically, in layman’s terms, teach them in a manner that they can relate to and interests them and they will learn.  Like the definition of literacy, so too has the concept of auditory and visual learning evolved.

In developing multimodal literacies there are a variety of choices to consider.  Learning to read and write was once a basic skill that was taught by repetition.  Reading was taught by example and sharing, in the early 1800’s that was usually with a familial reading of one text, the Bible.  Writing was a very concise, structured lesson of repetition, repetition, repetition.  The skill was not applied to real life scenarios, it was simply an instructional tool used in the educational setting.  In the 21^st Century however, we have expanded that basic instructional technique to include the theory and meaning of experience.  Education has evolved to the point where practical and real life experience and used in the creation of lessons and in practice.  This concept is further being expanded upon through the arts, .”…leads to informed or critical talk by positioning learners as active viewers and perceivers, while providing more precise and imaginative language to eludicate a deeper perception of the everyday world.” (Sanders, 6)

Multi-modal learning also benefits the student by taking them beyond the confines of their physical space.  For instance, where it was once a difficult and complicated process to organize a class “pen pal” by integrating with a classroom in another city or state and the framework of that interaction required a complicated series of written communication between teachers, before a student was even introduced to the concept, one can now create an environment for virtual “pen pals” in schools and communities around the world with only basic preliminary arrangement.  The authors share this concept with us, “….creates space for us to move beyond mere technologizing; that is we do not include technology because we should, but because it allows for greater participation, collaboration, and distribution of knowledge that has not been possible with our previous uses of technology (Sanders, 11). 

I was recently asked to assist the Rivesville Elementary Project Issaac Program with developing digital storytelling.  I was intrigued by the invitation.  I was, unfortunately, not able to take on the project due to time restrictions and my lack of knowledge on the technical aspects of the process.  I was comfortable in helping students create and tell their stories, I am a storyteller and love working with children.  The concept of Digital Video Composing as 21^st Century Literacy is an important tool to be used in the continuation of traditional storytelling.  I do not believe that technology will ever complete replace face to face interaction, but through the integration of multi-modal technologies we can grow and change.

Adults, even professionals, tend to be resistant to change.  While many educators are quick to grasp onto new pedagogy, thought processes, and technologies others are simply not interested in changing what they do.  It is this inability to grow, to change that will present a major challenge in multi-modal literacy.  I work with seasoned educators on a regular basis who are resistant to utilizing the basic features of FSU Blackboard to contact students and post grades, how can multi-modal literacy become a part of the classroom if the educators are not willing to learn, experience, and contribute to the process?