Knowing and being able to use the technology is only one part of the process of being able to read and write multimodal texts. Evolving Pedagogies: Reading and writing in a multimodal world equips teachers to identify what students need to know and be able to do in order to be literate in their ever-changing world. (Bull and Anstey 2010)

This week I’d like to talk to you about another book we’ve purchased entitled “Evolving Pedagogies – Reading and Writing in a Multimodal World”

Even in Year 1 of the Australian Curriculum our young students are asked to:

Create short imaginative and informative texts that show emerging use of appropriate text structure,sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (Aus Curric., Year 1, English, Creating Texts (ACELY1661))

This poses  a big question to some: What on earth IS a Multimodal text? This book is fantastic at not only answering that question but also had giving some fantastic, practical and highly intelligent lesson examples. A follow-up the “Teaching and Learning Multiliteracies: Changing Times Changing Literacies” (2006) Bull and Anstey step us through the redefinition of both literacy and text that is occurring in our world.  The discuss the characteristics of a multimodal text and then give many, many examples (in subsequent) chapters of how to include these texts in your everyday teaching.

They ‘modernise’ the traditional “Four Resource Model” already used by many Australian English teachers. They do so by going through each area of analysis and adapting it to fit the multimodal texts we should be working with.  For those of you working in the early years or lower primary this book will help you develop your understanding of the basic skills you need to have in order to ask your students to “appropriate multimodal elements in their work”.  For those of you working in Middle and Senior year levels there are some absolutely fantastic examples of good practice for you to borrow!

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