Discuss the meaning and general ideas of at least one or more of the following theories: multimodality, new literacies, or multiliteracies.
Knobel & Lankshear (2014) define multimodality from the perspective of trying to understand how people communicate and interact with each other not only through writing but also through speaking, use of gestures, gazes, and other visual forms. The theory builds on a multidimensional approach in trying to evaluate how to use communication in an effective way, especially when seeking to determine how it defines interaction. Boyd & Brock (2014) evaluate multimodality from the perspective of literacy within the social context arguing that it is one of the key aspects in addition to social diversity and teaching learning that allows for the achievement of multiliteracies. That builds on the understanding that it is indeed a key aspect of focus towards ensuring that people within the set out social contexts are able to build on their capacities and abilities to achieve effective communication. The main idea is having to establish a front through which different approaches to communication can be used within the same social context without impacting cultural expectations associated with the different modes. For example, that does not impact how persons connect through gestures and gazes.
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What were some of the possibilities for using this as a means for promoting social diversity, equity, and/or student learning?
The importance of using multimodality towards promoting social diversity, equity, and/or student learning can be seen from the fact that it creates an avenue through which to ensure that persons, who would otherwise not be able to speak up, are able to speak up about their underlying issues and challenges. Kelly (2016) explores the use of hip hop by women, which gives them a viable opportunity for dialogue and reflection on media representations. The use of a single mode would have created a situation where it would have been challenging for these persons to actually be able to build on their capacities to speak out about these issues. However, this is changing due to the adoption of multimodality, which creates differing expectations and approaches to communication. Goodman (2010) also indicates that multimodality is also important in building identity and language development, which are some of the key aspects of consideration that define student learning. The use of multiple approaches to communication allows students to connect much better with the learning process; thus, providing them with a new identity achieved through effective language learning.
What are the implications - possibilities for your own curriculum/classroom - specific to student identities, learning styles, production of knowledge, or ablebodiness?
For my own curriculum/classroom, multimodality presents a wide array of opportunities that are specific to student identities, learning styles, production of knowledge, and ablebodiness among my students. Firstly, it creates a better approach through which to differentiate between student identities as one of the key expectations towards ensuring that I am able to foster a platform for effective learning. Basically, this means that I intend to use multimodality towards ensuring that I create a differentiated approach when dealing with my students. Based on what I expect, it is clear that I will be able to foster an environment for effective learning considering that I will provide the students with a personalized approach to learning. Secondly, multimodality gives me an opportunity of having to expand on some of the existing conceptions that would be reflective of the society. Hall (2017) builds on the understanding that multimodality can be projected through the potential of hip-hop culture as it relates to English language arts classroom. That is a concept that I intend to use as part of my curriculum towards ensuring that students achieve the best possible outcomes as part of the learning process.
References
Boyd, F. B., & Brock, C. H. (Eds.). (2014). Social diversity within multiliteracies: Complexity in teaching and learning . Routledge.
Goodman, S. (2010). Sex, Literacy and Videotape: Learning, Identity and Language Development through Documentary Production with" Overage" Students. English Teaching: Practice and Critique , 9 (1), 48-57.
Hall, H. B. (2017). Deeper than rap: expanding conceptions of hip-hop culture and pedagogy in the English language arts classroom. Research in the Teaching of English , 51 (3), 341.
Kelly, L. L. (2016). “You Don't Have to Claim Her” Reconstructing Black Femininity Through Critical Hip‐Hop Literacy. Journal of Adolescent & Adult Literacy , 59 (5), 529-538.
Knobel, M., & Lankshear, C. (2014). Studying new literacies. Journal of adolescent & adult literacy , 58 (2), 97-101.
