Teaching Multimodal Literacy Teaching (Multimodal) Literacy or What CfE Literacy across Learning forgot to tell you … Rick Instrell Deep Learning info@deep-learning.co.uk Version 3.0: 3 June 2017 AMES/Deep Learning

What are modes? A mode is a communication resource: body language sound words images layout (for page-based texts e.g. print, web) editing/pace (for time-based texts e.g. radio, film, music) lettering interaction colour sensations movement dress … All communication is multimodal.

Submodes Each mode can be divided into submodes body language: expression, posture, gesture audio: speech, music, sound words: written, spoken image: still, moving sensations: smell, touch, taste

Communication functions Multimodal theory proposes 3 functions for any communication: Ideational: information and ideas Interpersonal: engaging the reader/listener/viewer Compositional: making the text a unified whole In other words: Meaning Audience engagement: how text ‘speaks’ to and involves the audience Design: how modal items are combined to address audience and deliver meaning

Variables Each mode has a set of variables: e.g. lettering has: Font (serif, sans serif, SCRIPT, …) Size (28 point, 12 point) Weight (plain, bold) Slope (roman, italic) Case (UPPER, lower) … e.g. music has: melody, pitch, timbre, rhythm, interaction, … What variables are important depends on age, stage, learning context

Print ad terminology It helps discussion if we know the technical terms. headline copy illustrations (photographs, artwork, graphics, product) slogan/jingle logo

Step 1: Looking Look at this ad. Q1. What type of text (or genre) is this? How do you know? Q2. What are its purposes? How do you know? Q3. Who is the target reader? How do you know? Q4. What modes are used in the design?

Step 2: Noticing items Study the ad more carefully. Q1. List the items you can see in the ad under 3 headings: images, words, body language. Q2. How have the images been treated (camera angle and distance, focus)? Q3. How have the words been lettered? (font, size, colour) Q4. What is the meaning of the body language?

Step 3: Interpreting meanings What meanings or ideas come to mind with each of the items you listed? Images: Words: Body language:

Teaching tip: imagine it’s different If pupils can not work out why the designer has made a particular choice then ask them to: Imagine it’s different How would that change the meaning? Why did the designer select the one in the ad? For example: If pupils cannot not see why the countryside is used. Ask them to imagine if a there was a city background. How would the meaning change? So why did the designer use the countryside?

Step 4: Noticing the design 1 Q1. What is the reading path in the ad? Q2. Alignment is the way items are lined up on the page (horizontal, vertical, diagonal). How do alignments create a reading path? Q3. The design is held together by repetitions. What repetitions can you see in images, words, lettering and colours?

Step 4: Noticing the design 2 Q4. Items that are different should look different (contrast). What contrasts can you see in images, words and lettering? Q5. Proximity is how close items are to one another. Items next to one another tend to belong together. Why are some items next to each other?

Step 5: Message and evaluation Q1. What is the ad saying to its audience? Try to say it one sentence. Q2. Do you think that the design is effective in delivering the message? How? Q3. Ads often lie or exaggerate. Does this ad lie or exaggerate?

Analyse this ad Look at ad (genre, purpose target reader) Notice items Item meanings Design (alignment, repetition, contrast, proximity) Message Evaluation

Analyse this ad Look at ad (genre, purpose target reader) Notice items Item meanings Design (alignment, repetition, contrast, proximity) Message Evaluation

Compare them …

Multimodal analysis Writing/ Creating Reading Writing/Speech Print advert Comic Film Purpose(s), Target audience(s) Genre(s) Topic, audience engagement, style -> Meaning Whole text Ad Narrative Sections (e.g. chapters, dialogue) Chapters/ episodes Acts (e.g. beginning, middle, end) Paragraphs Page layout Sequence of frames/ page layout Sequence Sentences Linking images/words Frames Frame/shot Words/sounds Images/words/ body language Images/sounds/ Words/body language

Implications for teaching media Two main types of text are page-based (e.g. print, web) and time-based (e.g. moving image, audio, video games) So we need to know the basic ‘grammar’ of each type i.e. how each is designed to engage the audience and deliver meaning So, as a minimum, we need to teach: Page layout principles for web and print Continuity editing for moving image and audio Analysis gives a scaffolding for creative practice. It should lead to groups of pupils collaborating to design, create and evaluate their own content using digital apps/applications.