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Chart using the five modes of communication to explain multimodality.
Multimodal pedagogy is an approach to the teaching of writing that implements different modes of communication.[1][2] Multimodality refers to the use of visual, aural, linguistic, spatial, and gestural modes in differing pieces of media, each necessary to properly convey the information it presents.[3][4]
The visual mode conveys meaning via images and the visible elements of a text such as typography and color. The aural mode refers to sound in the form of music, sound effects, silence, etc. The linguistic mode includes written and spoken language. The spatial mode focuses on the physical arrangement of elements in a text. The gestural mode refers to physical movements such facial expressions and how these are interpreted. A multimodal text is characterized by the combination of any two or more modes to express meaning.[5]
Multimodality as a term was coined in the late 20th century,[6] but its use predates its naming, with it being used as early as Egyptian hieroglyphs and classical rhetoric.[7] Compositionists and writing theorists have been exploring how the five modes of communication interact with each other and how multimodality can be used in the teaching of writing since the 20th century.[8]
Multimodal pedagogy encourages the use of these modes as teaching tools in the classroom to facilitate learning. Although lack of experience with new technologies and limited access to resources can make multimodal instruction difficult for teachers,[9] it is important for students to learn to interpret and create meaning across multiple modes of communication in order to navigate a multimodal world.[10]
^Sanders, Jennifer; Albers, Peggy (2010). "Multimodal Literacies: An Introduction". Literacies, the Arts, and Multimodality. NCTE. ISBN 978-0814132142.
^Halliday, M.A.K. (2004). An Introduction to Functional Grammar (3rd ed.). Hodder Education Publishers. ISBN 978-0340761670.
^Murray, Joddy (2014). "Composing Multimodality". In Lutkewitte, Claire (ed.). Multimodal Composition: A Critical Sourcebook (1st ed.). Bedford/St. Martin's. ISBN 978-1457615498.
^Cite error: The named reference :12 was invoked but never defined (see the help page).
^Varaporn, Savika; Sitthitikul, Pragasit (April 2019). "Effects of multimodal tasks on students' critical reading ability and perceptions" (PDF). Reading in a Foreign Language. 31 (1): 81–108.
^Cite error: The named reference :15 was invoked but never defined (see the help page).
^Welch, Kathleen E.; Barrett, Edward (1999). Electric Rhetoric: Classical Rhetoric, Oral ism, and a New Literacy. The MIT Press. ISBN 978-0262519472.
^Cite error: The named reference :0 was invoked but never defined (see the help page).
^Cite error: The named reference :11 was invoked but never defined (see the help page).
^Albers, Peggy (2006). "Imagining the Possibilities in Multimodal Curriculum Design". English Education. 38 (2): 75–101. ISSN 0007-8204.
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