An analysis of multimodal literary text reconstruction by learners within the classroom
Abstract
“As language and literacy teachers, we make an effort to exploit all the available resources to maximize learning opportunities among our students. The use of multimodal activities within the classroom allows the teacher to make use of different resources that may lead to improve students’ responses due to the inclusion of modes that are attractive for them. The increasing use of technology and multimodal classrooms in the teaching-learning process have influenced and led to new literacies and forms of learning (Cope and Kalantzis, 2005). This study explores multimodality within a language classroom and is focused on examining the multimodal resources students use in order to reconstruct a literary text. The overall study in which learners are engaged in a multimodal task, is composed of two main focus points: analyzing the product in which students make use of different semiotic resources to reconstruct a "mono-modal" literary text and the composition they decide on to get the final visual representation. Therefore it explores the semiotic resources (visual, aural and tactile resources- e.g. color, text, sound, among others) used in the design of a multimodal product created by students (Van Leeuwen, 2005). The research adopts a methodological framework in the tradition of multimodal analysis, placing strong emphasis on ethnographic methods (micro-ethnographic study)”.
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