Jewitt, C. (2008) ‘Multimodality and Literacy in school classrooms’, AERA Review of Research in Education, vol. 32, pp. 241–67.
In this article, Jewitt reviews research into multimodality and literacy in the classroom, and asks what these changes mean for being literate in contemporary society, where digital media are embedded in everyday literacy practices. Jewitt argues that the time for associating learning primarily with language and print literacy is over.
New technologies are being used in schools.This article reports on a case study of one teacher’s work to integrate an interactive whiteboard (IWB) into a primary classroom.
Hallidayan systemic functional descriptions of language, mainly focussed on verbal grammar, with the social semiotic descriptions of the meaning-making resources of images described in a grammar of visual design proposed by Kress and van Leeuwen. However, current research indicates that articulating discrete visual and verbal grammars is not sufficient to account for meanings made at the intersection of language and image. This paper adopts a systemic functional semiotic perspective in outlining a range of different types of such meanings in different kinds of texts, suggesting the significance of such meanings in comprehending and composing contemporary multimodal texts, and the importance of developing an appropriate metalanguage to enable explicit discussion of these meaning-making resources by teachers and students
The article explores the changes in digital technology over the years and considers how these changes have impacted on the meaning making resources of multimodal ensembles.
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.
In this article, Jewitt reviews research into multimodality and literacy in the classroom, and asks what these changes mean for being literate in contemporary society, where digital media are embedded in everyday literacy practices. Jewitt argues that the time for associating learning primarily with language and print literacy is over.
Multimodality, “Reading”, and “Writing” for the 21st Century.
Authors:
Jewitt, Carey1 c.jewitt@ioe.ac.uk
Source:
Discourse: Studies in the Cultural Politics of Education. Sep2005, Vol. 26 Issue 3, p315-331. 17p.
The move from page to screen: the multimodal reshaping of school English.
Authors:
Jewitt, Carey1
Source:
Visual Communication; Jun2002, Vol. 1 Issue 2, p171-195, 25p