Multimodal Literacy AJLL Oct 2010

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Australian

Journal of Language

and Literacy

W A L S H • A

U S T R A L I A N J O

U R N A L O F L A N G U A G E A N D

L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

2 3 9 Multimodal literacy:

What does it mean for classroom practice?

Maureen Walsh

Australian Catholic University

Abstract

Changes to literacy pedagogy are gradually occurring in classrooms in response tocontemporary communication and learning contexts. These changes are diverse asteachers and educational researchers attempt to design new pedagogy to respondto the potential o digital technologies within existing curriculum and assessment policies. This paper discusses evidence rom recent classroom research where 16teachers worked in teams in nine primary school classrooms to develop new wayso embedding technology or literacy learning. Data rom the nine case studies provides evidence that teachers can combine the teaching o print-based literacywith digital communications technology across a range o curriculum areas.Findings rom this research confrm that literacy needs to be redefned withincurrent curriculum contexts, particularly in light o the emergence o a nationalcurriculum. New descriptors o language and literacy criteria are proposed within

the ramework o multimodal literacy, the literacy that is needed in contemporarytimes or reading, viewing, responding to and producing multimodal and digitaltexts.

IntroductionW x w , Dg Ed R- (A Gm, DEEWR, 2008) d dpm DA Cm Eg (ACARA, 2009–2010), m g d mp dg mm g d b dd. Rpd g dg mm pd

dg d wg b mbd w d q mpx p mg, m, d, gp, pgp dfm. A m m, d p d g qm pp d dg d wg p-bd x.I mp (Smp & W, p) m (Cp &Kz, 2000; Uw, 2001; H, 2008) w pf mm mp wd, g d- d w x dg g b pd

Volume 33

Number 3

October 2010

W A L S H • A

L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

2 3 9 w m pgm w dg mp

, mg d kwdg dd m bk.A w , w g w d-

p d m dm dpd g d w g dg md bmg mbddd pp’ . I D N Cm Eg, mp d dg d pdg m-md d dg x. Hw dm d w x b pd g, g d m.N d D Cm k d bwd wkg w mmd d dg x w bg d

g w p-bd m. I w bm pf w w db w p dgd wg g w dg mm g; w w ppp g pdgg; d w dp pd m.

T pp d gg , pf g d dd pm m (K-6) Sd dg2008. T m w g g d d dg d wg w mmd x; d d m ppp pdgg mbg p-bd w dg -g. T d pd pf xmp w d d gg w dg mm. I m

wkd w m dp gd pgm dm , mbg p d dg x d’ ggm dg, pdg , wg, wg d pdg x. T m d fm d b dfd w m x.

Review of recent researchT d b d mb dg g pdgd w w mm d g d p bw d g. C w b mm w mb x, pgp d mb p g d w d p mp

d mmd d. S g mpd g- dpm d w ‘x dp’ (Cg, 2005). W b pp wg, wk, bg wkg (.g. MSp, Fbk, YTb, Fk); b mm Wb; pp m g gmg wd ‘Sd L’. T mm m gg w pp p m d w p dpd. T ‘w’ pg ‘w’ w.

Australian

Journal of Language

and Literacy

W A L S H • A

L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

2 3 9W d kw w dpm w mp

d gwg p dg m.T mp g dpm d

b d m m (.g. Cp & Kz, 2000; Lk& Kb, 2003; K & Lw, 2001; K, 2003), w, mp m g d p dm dg. Nw d b dd d m. D mg b d d w b gg w w md mm, .g. , w , dg , mm-d d m (.g. K & Lw, 2001; Cp & Kz,

2000; Uw, 2001; Lk & Kb, 2003; C, Kb, Lk &L, 2008). I pp m mmd d d w p – dg, wg, kg, g d wg – g w d d w mm md (K & Jw,2003; P & Rw, 2005; W, 2008).

Mmd mg-mkg g dg, wg, ddg, pdg d pdg d -g w mmd d dg x. I m d d gmd kg, g d dmg w wg, dgg dpdg x. T pg md, mg, wd, dd mm w x m d d . Smm pf md m dm. F xmp,

w pg -bd x md m dm w md d m b dm pd.

T w gf m mgg m mmd d d mp mp. T f m g g dg, wg d pdg ‘ ’ mpd w dgd wg p-bd x. T d m d g g p w gd dxpdd xp w dpm Wb 2.0 g. Tw m w dd g gg .

Reading, writing and producing on screen

W dg d b dg d wg mpd w p-bd x, mpb p p- dg, wg, g d wg. A d w ‘b’ p dg d wg ‘ ’ d p m dg, wg d pdg p- bd x. T mmd (K & Lw, 2001; K,2003) b b m pg d md x, mg, d d g , md dg

Volume 33

Number 3

October 2010

W A L S H • A

L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

2 3 9 x d m , q dg p-bd

x. O d (.g. Sd, 1997; L, 2000; Uw,2001; Lk & Kb, 2003) ppd w m m d mpd gd w w mm- m.

A d dd g Ud Kgdm L A- (UKLA) (B . 2007) pd d w d g g m x g k d -g dg -bd x. Ob m d w g -bd x q ‘d bwg’w q d m --g, dg p-bd

x. R’ b fmd d w b wgg, mg d m w gg k m. W d w b pp p mp bg -bd m w ‘g d md mk mg’ (p. 20) w d p d bd m w m dg p-bd x.

W d , w, w j d d- bw dg p d dg mp.Rdg p pg dpdg md , px, d , d pw bw d w d . R(.g. Lw & Sd, 2008) bg dd p

gg pmd g w b x d x bp m.

Sd d qk dp g p d pg d md w dg x (G, 2003; Pk, 2001).T pg p mgg d g x,mg, d d mm dg pd, iPhone xmp. W d kw w pg d mpg mg d x g w d , pd xg, bggg, mmg dpg d g b qd dg dwg d p-bd x. G’ (2003) d gmggg pd d g dg w

d g pp.W wg xd g m w wd-pg

, ‘wg’ w m wd pd m q pd , gp, pgp d mg. B(2003) m m xpd pb g d’wg d pd mmd x w m pgm. R, B d W (2007) dmd p- b pgmmg d g wg g d’

Australian

Journal of Language

and Literacy

W A L S H • A

L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

2 3 9mmd x. T w p bw dg d

wg pdg x d xp w d d dd mg mkg p d md, p p bw wd d mg, dg, wg d pdg mmdx.

T Wb 2.0 gd pb d’wg d x pd. A wbg bg, xmp, pdd wppp d mb x, mg, gp, p d w d d m. Dg mp bg d d b dpd /pd d gg dw pd w x d mg. A d pd mmd

x d d d dd dg ,mp, x d mg gp – dg p , z, mdm, g – d w wd pf d-. I gf b gg dg g pdgg (.g. Kz & Cp, 2005; H, 2008).

W dg d b dg d wg mpd w p-bd x, w mpb p p dg wg m p mp p. T p gd d xpdd xp- w dpm Wb 2.0 g.

Changing social practices o literacy

T g b d d mp p d g. T pp d b wkg , MySpace, Facebook, YouTube d , d d dpm bg, wk d pp gmgd bd d m mm dmm .

I g b pd mp ddg,mpdg pdg pd wd pg. R b w b dd p (.g. S, 1984; B, 1994) bmg mpx bw ’ bk-gd d gg d x, pp d d x. W d d pp wkg, p

dpd gd m mm. S pd dpm dg g gd d w d . A C . (2008) d,

N p g b dpd b m, md p, pd, d w pd q.N p g pm mmd dm w g p I b g g k . (pp. 2–3)

Volume 33

Number 3

October 2010

W A L S H • A

L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

2 3 9 T d d d w ,

p, w g d d dfg d mb g d d b w w mmg.

Sd d w d b b dp w -g d p dd dpm. T , m wg, w mm g mgg. M d pp d w p d d bm mbddd . M d d b b d d dg x d mg, d

pp d d pf x dgd . W p- pb w dgg x, d d b b d mp w g b b b d b w pp d d. T pd pppd m g m p b g d g dg mm.

The research studyT pp d w bd ddg pgmmg g w b p-bd d dgmm m b m g d g. T d w dd w x

pm m (K-6) Sd mp . M d g mb d gg Eg. Td pj p m mpg d w d b d xp,p gg w pdgg . Twkd w m, w , d dpd gdpgm d m , mbg p d dg x d’ ggm dg, pdg , wg, wg dpdg x. T pd pf xmp w w d d w ggg w dg mm g d pg m. Dd xmp pbd p (.g. W, 2008; 2009) d gg. T

xmp pd pp pd d gd d p pg pdgg.

Methodology

T d d mxd md dg w q dmp d. T q w dgd bm b d’ d dg x, w p-bd x, d . T q dg d w

Australian

Journal of Language

and Literacy

W A L S H • A

L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

2 3 9p p g d . T wkd w

w pdgm b pp (.g.Wg, 1997, pp. 13–22; Yd, L, O’Rk & H, 2008, p. 16). Tpp m b bw dpg w kwdgd g mmb mm w p . T dpd d mpd mb d d. O m d d m b. T pd pgm d kp d, m b d bmd d d w p g w mp d’ wk p d dg m.D d m b; d p d d f;

’ pgm, p d ; mp d’ wk pd dg md; d d’ mm g. Gd wdpd b pf p d’ b.T d w d d mm m d pf p gg d g. I f d’ wk wpd m d d m NSW K-6 English Syllabus kg d g, dg, wg d wg. E d wd d w p dg mm w pd kg d g, dg d wg, d wg.T b Appdx 1 dm xmp w d m 2008 d.

Results of the studyFdg w d m w p d, q d mpd d d d m m. T w dd.

Questionnaire fndings

O q w d d pj pd m b dg m w wg , gmg, g wdg md. T w d b UKLA Reading on ScreenReport (B . 2007) w gd d’ d d d w mg b mpg

d’ g . Sm d Sdd, wg p d w gd d d g -d pd gg pf w dg x. R p mppxm 220 d E Sg 1 (ES1), Sg 1 (S1) d Sg 3 (S3) mmd Tb 1.

T fdg d w m d g p -g m. T mj d w dg bk .Ag mp d m,

Volume 33

Number 3

October 2010

W A L S H • A

L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

w w , d , d mk b ggd w dg d mb g mgg, gmg d wkg. T mp- d, p g mg d’m d bk d gg d dg p-bd x w dg x.

Case study fndings

T pgm dpd b 16 m w d p d. W xmd kg, g,dg, wg d wg d dd w dg mm- g w g w .

I d gd w dm d K Lg A (KLA) d bwEg, S d Tg, Hm S d I Em,C A d Rg Ed. Dg mm g

• O 50% d pd pg mp gm dg

wg TV.

• 96% S3 d d ‘pg mp gm’ pd p

• 46% g, 38% b S1 dd jd dg . B S3

p m w 44% g, 10% b.

• Fw 30% S3 d d m.

• 50% S3 b g ‘dg w bg’ mpd w 10% g.

• M S3 d dd d m

pj.• I g m g b dd d

• I ES1 d S1, mj b dd d

p m d w wk.

• M 50% d pdd d pp m

w . L d dd d pp w

dg bk.

• 40–90% ES1, S1 & S3 d dd fd w g dg

m. A m % pdd ES1 S3 w g d m

b. M 40% d d d Photoshop, media player, d

md pd.

• Rp m g d ggd w m dd w dg pgp g.

Table 1. Summary o questionnaires

Australian

Journal of Language

and Literacy

W A L S H • A

L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

2 3 9 bm mbddd w d’ g xp d w

pg w pp wd pd-gg. T w m dpm p d dg p d KLA. T w mbj d d dd bd kwdg fd, kwdg, ddg p, dpm b kwdg, d w g gg pk dw m b, db, p, xp d k p kwdg. T w mgg g xp wp d dg m, g w kg, g, dg, wg dpdg x pp.

A xmp mgg d Tb 2 w mm wk Y O m. I , d ‘Dgk’, d w ggd mb xp, kd dgd wg , w pd dp ddg k. Sm xp dd d bgk d gw, dgg , g fg Cm k, d kg.

Table 2. The merging o concrete with print and digital reading practices

T mm dm g d d ggd dg d wg g g d kg,g, bg d wg w m, p d dgx. T w g bw xp, wd md mg d wd. F xmp, pgp k d g gw w dpd d mw w dp d w b d. Sd w

Sd bd k m mb gg

gw d d xp d g w w b.

Ob w d b g b, mgg g d dg mp w mg d mp d d.

T p w p m wb m w d d d

d V Td. V d w mm w dpd

m. T xdd gg qg d

xpg d dd w d dd xp -

md pd. T mdd dg d w

wd g, p d g b. Sd d d

wd m bk, dp p, dp pp-p d,

d m j, d d. P d dg

dp w d d j wg xp d

mkg d pgpg fg Cm pd.

Volume 33

Number 3

October 2010

W A L S H • A

L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

2 3 9 dd dp d pd pp-bd x d

pd mm d VoiceThread pddpgp. O d pdd w mm. T xmp p d w gf d g wg d. I bd, d w ggd g b dg, wg, g d pdg m- bk -bd x. Tg g wgg kwdg m pf KLA, ddgp d pbm g. Sd w ggd p,dpg mg, d g mgg KLA w gg dg g. Sd w bfg m

xdd wk d mp k dpd w . L p dg, wg d wg w g, w gg, b d pbm g, gd, mmdp w d KLA. T p w d m d w ‘dg d wg’ pp-bd x.

Tw mj w dw m d. T w:

1. gd gg d p kg,g, dg d wg; d

2. gd g d g w dg mmg.

T m w dd.

Discussion

The changed nature o the language and literacy practices o talking,

listening, reading and writing

T d fmd d b dfd w -m x, p g mg m.I bm d gg d p kg, g,dg d wg mbd dm w mbd w dgmm g. F xmp, d Sg3 (Y 5 d 6), dpd gd pgm Eg d

C d Pmg A (CAPA) d m P. Sd xpd P’ , m wk d pd . Sm d’ wk d ppg bg wb d d q, w pdg w x ddg md wd P’ wk. Tb 3 w d g kg d g, dgd wg g w p dg g. Bd pd dg x dg g.

Australian

Journal of Language

and Literacy

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L I T E R A C Y ,

V o l . 3 3 ,

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2 3 9Table 3. Description o language and literacy practices

with print and digital texts.

TalkingandListening

Cb w kg d g d wkd m gp d:

• dd p b wk P;• pd dp wk ‘G’;• pd gp pj P – d g d

b, use o digital photography;• d d qd b wk gp w through blogs;• d m w photographs and video;• pd PowerPoint presentations;

• planned video presentation with use o Smart Board.

Reading W d P d bm, d:

• d, wd d mpd wk w b mm;• d g bk, searched online web links d mp

wk d d mp m P’ B d RPd;

• used acilities o the Smart Board d d d gg p-xg L Dp.

Writing Sd pdd g wg d digital products:

• d ‘ Mr Picasso Head’ (Online site) d d pd b;

• g ’ xp g gmm d’ ppd gm d Smart Board gallery fles;• w dp w kg d w

d pgm;• w dp g pg m B d R

Pd – pp d d;• Ppd blogging or beginners – d xpd online

defnitions o ‘blogging.’ Posted entries onto a stage blog which wasorganised as a property on intranet.

I gp d:

• w d produced pd ‘Hw b wk’.• Sd d digital camera to create a visual storyboard;• combined text with photo to create a Smart Board presentation

• created an exhibition brochure using Publisher and createdstoryboards;

• Photographed other students in costume and role as characters rompainting ‘Family o Saltimbanques’ and these were transerredto Movie Maker to create a video on Smart Board: digital literacydescription ‘Fm Smbq’ ‘G’;

• responded in blogs to cubist art work o other students that werephotographed and available online.

Volume 33

Number 3

October 2010

W A L S H • A

L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

2 3 9 T d pd Tb 3 dm w gg d

p kg, g, dg d wg mgd wdg x d dg g. T xmp p w wg g m d g g d, p d p g d ( w Appdx 1). W m pgm w m , w g w , md d xw d mg w. T wg dg gwd g xp w kg, g, dg dwg bg dpd.

T m mp dp gg d

d m d d ppd ‘wk pg’ d- d mm m d. T dp mmd pd b dgm Fg 1. T dgm dp -p bw d x, mdm d md d d dg w dg w md kg, g, dg dwg.

Figure 1. Multimodal literacy in classroom contexts

Australian

Journal of Language

and Literacy

W A L S H • A

L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

2 3 9T dgm p p d bw

g d pj. Tdgm w pk, p, dg d mmd x gb w m. T x x w w p mmd b d w dg d pdg d p x w wg d pdg m.

T p kg, g, dg, wg d wg wd d dpd kg d g d dg - wg k. Sm dg d kg d g d wg, w wg kd kg d g dg. T w dgm p dpd

d d bw gg d p. Spf m d dm p . I dd, m ggd w p g w dgmm. T m df b mp dm- w gg d p dpg dmw w mm m.

Talking and listening d d pdd p dgx d d, wd, d , w d pdd. Tkg dg w d k d d b-g g p d gg pd d dm g. Cb dd wkgd g x d b p d .

Tkg d g w g d dd d pd dm pf kwdg g fdgd pd. Ag w dg g, dw g d wkg w g m.Ap wkg w dd gVoice Thread g bg. T dp wkgwd gg mm d bw pp.Sd w b d’ wk, p dp pdd w w.

S mm w m w bgw p d xdg p kg d g g. A w, d ggd , , m dm

w p. T df kg d g d d p bg, gg, gg, g,g, g, d wkg.

Reading d d bg d d, mdd ddpd dg w p, wd g d b ppp g. I d d pdg d , d ddg w m- bk d . A m m m d

Volume 33

Number 3

October 2010

W A L S H • A

L I T E R A C Y ,

V o l . 3 3 ,

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2 3 9 w dg x . Sd d w x d

w d m bk . O-dg p m g, wg, bwg, g d gg g w kg d g m, pdg md , px, d , d pw bw d w . T df dg w dgm ‘dg d wg’, d w mg m m dm. A dgd wg gb p, dg d dp g, bwg, ddg, p kg, pg,gg, pdg d g.

Writing d d wg m x p pp. Tp d d mpg, pg, dgg d pdgx pp b md dg mmd x .O- wg bm p dgd pd d.g. p pmp, wb, d w mmd x m, w gp, m d d. Sd dpd k g d qg w d p’ wk dd pp x d ppp d. F xmp, w w gd bggg d pp d mdd pm d w g gd w mk d mm p’ wk. Aw P pgm, dg mgd g mp

wg d pdg x /pd d gg d. I bm d d w pdg mmd x d d d dd dg , mp-, x d mg gp – dg p ,z, mdm, g – d w wd pf d. T df wg d p mpg, g, dgg,g, pg, pdg, d mg.

T df gg d xp w p kg, g, dg d wg d b w dgg gd mm p. D , bw d md p dg wg , b bw d. Ap

b dd d dg d wg m x, x d bd x. T p d b dd dp dg d wg g x gdg wb, p w wkg m. T p w mgg gf dw d. F xmp, b Kdg g VoiceThreadwd w g md xd d g

Australian

Journal of Language

and Literacy

W A L S H • A

L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

2 3 9 m. T pp pm d mmd

w d w ggd dg, wg d g g bg. Sm xmp d’ mm xp w Tb 4.

Table 4. Stage 3 students’ comments on blogging

T mm w d w pdg p b, p g wk d d pb g mm. T d mp wkgw ggg d g. O ’ mm p m , ‘We ound that students who were not usually keen to write were moreengaged in the writing process as there was a motivating goal or them to see eachother’s work and to achieve collaboratively’.

The changed nature o learning and teaching withdigital communication technologies

W d d w mppd wg dg mm w k kg dg, dg d wg. Dg mm g bmmbddd w d’ g xp d w pg w pp w m dpm p d dg p dKLA. T dd w d q d’kg d g xp. T mj g dgg qd kg d g b g dw , KLA p, qd. Ig

g k d w ggd d -. T g gd m kg b wk d , gd b g m.

Ag w b mm d w d d bggg , b d g d d wkd g. B d bd b d m p w d d wkd gp . Gp wk d p

‘With a blog you can have your own opinion.’

‘It’s good because everyone can see what you say.’

‘It’s more interesting or others to read.’

‘You learn rom other people’s work.’ [pd b m d]‘You share.’

Volume 33

Number 3

October 2010

W A L S H • A

L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

2 3 9 g xd d dd b w dd

w d dm g d’ w d w k. Ag d b qp, d m d gg d’ p- w d k d pf. T pf w dd bd g pp, dg mmd x b mmd d. T pp d , gd, ppd d qd p’ wk fpd d. S pp g w d d. T g d m kg, gd g w kd w dg g d,

d w, d d pf b bwd w m.I df dm w pf b

d d wkg p wbg w g mm w dg g.R p wkg pm g d, M (2008) w, b pd pm. T d, w, w wkg m d pp, d p m pg d d (C ., 2008).T d, m w b dd pp, w - d pp bd d gg

g. Pp d w pdg md g dmmg g d . T q d dpg d d p wd w d w d w pm d. O (.g. Lw & Fb, 2005) dg d mp d pdgg wkg p-. W m m dd d m mp, w d dg mm gw wd w d’ m d ggm g.

ConclusionT fdg m d p m w

g w pdgg. Cm d dm mb d’ p-bd g w dgmm g . T m w d b gg d dp m mm dg mm p d d d w b gf d. T w m xgd xp g d pd d w pg gg d

Australian

Journal of Language

and Literacy

W A L S H • A

L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

2 3 9g. T w g xg w

w g m. W d p wdq w m d w bdw w d pp g d g.

W w p dg mmg b p dg, wg, gg g, gmm,pg d p xp g. Hw w d b b p w ‘b’ dg d wgw dg d mmd x. T pj d d’dg d pd mmd x Sb m b dd pf m w

gg p.T d m d d w dp d p ‘mmd ’ w m x.T w dp, w ppd ‘wk pg’ m bd d q, d w gg . Td b dd p m dm p-g, g d m. A m m mp dp b md w d p mm-.

AcknowledgementsT w kwdg pp C Ed

Of (CEO) Sd d p k d d pp gg .

Reerences

A Cm, Am d Rpg A (ACARA) (2009–10).Drat Australian Curriculum or English. Ad m http://www.acara.edu.au/phase_1_-_the_australian_curriculum.html

Dpm Ed, Empm d Wkp R (DEEWR) (2008).The Digital Education Revolution. Cb: A Gm. Ad m http://www.digitaleducationrevolution.gov.au/

B, D. (1994). Literacy: an introduction to the ecology o written language. Ld:Bkw.

B, E. (2003). Rkg L: Cmm, Rp d Tx.Reading Literacy and Language, 37(3), 98–103.

B, E. & W, H. (2007). Visual Approaches to Teaching Writing. MultimodalLiteracy 5–11. Ld: Sg.

B, E., Ck, C., J, A., Md, P., Mm, M. & W, H. WAd, R., Gmb, N. & O, L. (2007). Reading on Screen. R d-k b Ud Kgdm L A w pp m Qf- d Cm A J – J 2006.

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2 3 9 Cg, V. (2005). Nw x dp, m d . I J.

M (d.), Popular Culture, New Media and Digital Literacy in Early Childhood. Ld:Rdg Fm.

C, J., Kb, M., Lk, C. & L, D. (Ed) (2008). Handbook o Research on NewLiteracies. Nw Yk: Lw Ebm A.

Cp, B. & Kz, M. ( Ed.) (2000). Multiliteracies: Literacy Learning and the Design o Social Futures. S Y, V: Mm.

G, J. (2003). What Video Games have to Teach us about Learning and Literacy. Nw Yk:Pg Mm.

H, A. (2008). Expdg Sd Cp, I A. H (Ed.) Multiliteracies: Peda- gogies for diverse learners, (pp. 2–29). Sydney: Oxd U P.

Kz, M. & Cp, B., . (2005). Learning by Design. Mb, V: VSIC,

Cmm Gd.K, G. & Lw, T. (2001). Multimodal Discourse, Ld: Rdg.

K, G. (2003). Literacy in the New Media Age. Ld: Rdg.

K, G. & Jw, C. (Ed.) (2003). Multimodal Literacy. Nw Yk: P Lg.

Lk, C. & Kb, M. (2003). New Literacies Changing Knowledge and ClassroomLearning. Bkgm: Op U P.

Lw, K.A. & Sd, P.G. (2008). W D W G Nw? Uddg R Ng Cmpx Dg Em. I J C, M. Kb, C. Lk& D. L (Ed) (2008). Handbook o Research on New Literacies, (pp. 267–296). Nw Yk:Lw Ebm A.

L, D.J. J. (2000). L d g: D q d- m g. I M.N. Km, P. M, P. D.P & R. B(Ed.), Handbook o reading research, (V. 3, pp. 743–770). NJ: Ebm.

Lw, C. & Fb, B. (2005). I mgg, d d. ReadingResearch Quarterly. 40(4), 470–501.

M, G. (2008). Dg Wg E Y. I J. C, M. Kb, C. Lk- & D. L (Ed), Handbook o Research on New Literacies, (pp.751–774). Nw Yk:Lw Ebm A.

P, K. & Rw, J. (2005). Literacy and Education. Understanding the New LiteracyStudies in the Classroom. Ld: P Cpm Pbg.

Pk, M. (2001). Dg N, Dg Immg. I M. Pk, On the Horizon,MCB U P, 9 (5), Ad 24 J, 2009, m p://www.m-pk.m/wg/Pk%20-%20Dg%20N,%20Dg%20Imm-g%20-%20P1.pd.

Smp, A. & W, M. (I p) Mp : mp gd pd-gg. Cp 3. I F. C & A. Smp (Ed.). Literacy and Social Responsibility:

Multiple Perspectives, (Cp 3).Ld: Eqx.Sd, I. (Ed.) (1997). From Page to Screen. Taking literacy into the electronic era. Sd:

A & Uw.

S, B. (1984). Literacy in Theory and Practice. Cmbdg: Cmbdg UP.

Uw, L. (2001). Teaching Multiliteracies Across the Curriculum. Changing contexts o text and image in classroom practice. Bkgm: Op U P.

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and Literacy

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2 3 9Wg, J. (1997). T db d : A mwk

dg -p -p. Educational Researcher. 26 (7)13–22.

W, M. (2008). Wd H Cdd Ad Md H Mgd: CmEd Cgd L P. Literacy. 42(2), 101–108.

W, M. (2009). I Pdgg P Mmd L. I L. T W H& R. Sbm (Ed), Handbook o Research on New Media Literacy at the K-12 Level:Issues and Challenges, (pp. 32–47) US: IGI Gb.

Yd, N., L, L., O’Rk, M. & H, C. (2008). Rethinking Learning in EarlyChildhood Education. Bk, UK: Op U P.

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2 3 9 Appendix 1: Analysis of Case Studies

Smm df kg d g, dgd wg g C d

NB: Bd p d p dg x dg -g

Case Study 1

Talkingand

Listening

Sd w ggd m p gp k qd m k g g, .g.

• p ;• B A;• d w m d ;• d b d d w dp;• d xp d inormation on DVD;• pdd d dd inormation on Smart Board;• dfd k wd, d m – dg;• bd gp g d dg m;• w dm – d d p .

Reading T dp ddg C, d:• d d d m bk d websites with Smart Board;• viewed DVD B C A;• mg w b b g k wd;• dpd d mp;

• qd m g d b viewing dmpg m gf d ;

• read, viewed and responded to inormation and demonstrations onSmart Board;

• viewed and responded to instructions re photographing, flming• and video editing techniques;• read and viewed summary o inormation and timeline on Smart

Board: touching, dragging, moving, infnite cloning acility;• viewed and examined Google earth site;• read, viewed and completed online quiz on video editing.

Writing Wg w dpd w mdg ddg d:• w mm m d b dp

m p d d ;

• d d gg d gmm d d Smart Board pp ;

• k digital photographs, p g g d d, pd pgp ‘ d’ w p ;

• viewed scaolds o dierent literary recounts on Smart Board ddgd w dd x d ’ d;

• d moving image sotware m .

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and Literacy

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2 1 1 –

2 3 9Case Study 2

TalkingandListening

I gg w g m d:• dd w g b mp g

m d w m b b – searchesassisted by fnding inormation through use o Smart Board;

• d gg d g b p g dg w;

• ggd pbm g d g d m bk d internet pd p;

• m d w dpg d m d b wk ;

• d language or the new technology and sotware;• pd p g d w use the technology;

• d g m d d xp k . T d g q ;• d xdd g m d jg g w fdg

w p;• d md b g d video d m w

use o vocal tone and pitch or audience;• dmg ‘Superhero’ script or flming and editing o video.

Reading I d g ddg pfd m pd:• d d d interne, x;• read and viewing inormation in video .g. Planet Ark mpg;• mdd d dg , Hooray or C; T

Wonder Thing: Lester & Clyde;• w deconstructed explanation text on Smart Board – notebook

highlighter assisted in scaolding students understanding o this

text-type;• explored image composition in detail (angle types, shot, range) with

use o Smart Board.

Writing T d d gd dpm wg xpx d w md, d d pd. Sd:• d Microsoft Movie Maker sotware d g scenes,

flm and edit images and audio to produce a short video. Studentsinvolved in merging the pieces o the flm together, digitally;

• d mg d g m ‘Sp H’ d m;

• d dgd d pdd p, bd, m, fm;• d 2Create and 2Publish sotware w

p d . Students used digital camera and downloadedsotware in order to take photos to use on the poster. Students tookphotographs, downloaded the image then cropped, rotated and editedthe images to suit the poster requirements;

• planned and enacted scenes or flming their group videos o ‘Superhero’;• d MyClasses Desktop d pp w wb k

. Cd g 2Publish sotware. Eggd p m d mk ppp g;

• d 2Create a Story sotware digital environmentalnarrative d d bd pg;

• recorded ‘voice over’ eature pgm d x kg dd ’ ;

• edited video to fnal product.

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2 3 9 Case Study 3

TalkingandListening

Cb w kg d g d wkd m gp d:• dd p b wk P;• pd dp wk ‘G’;• pd gp pj P – d g d

b, use o digital photography;• d d qd gp w through blogs;• d m w photographs and video;• pd PowerPoint presentations;• planned video presentation with use o Smart Board.

Reading W d P d bm, d:

• d, wd d mpd wk w b mm;• d g bk, searched online web links d mp

wk d d mp m P’ B d RPd;

• d acilities o the Smart Board d d d gg p-xg L Dp.

Writing Sd pdd g wg d digital products:• d ‘ Mr Picasso Head’ (Online site) d d pd b

;• g ’ xp g gmm d’ ppd

gm d Smart Board gallery fles;• w dp w kg d w

d pgm;• w dp g pg m B d R

Pd – pp d d;• ppd blogging or beginners – d xpd onlinedefnitions o ‘blogging.’ Posted entries onto a stage blog which wasorganised as a property on ‘My classes’ page.

I gp d:• w d produced pd ‘Hw b wk’.

Sd d digital camera to create a visual storyboard;• combined text with photo to create a Smart Board presentation

wk;• created an exhibition brochure using Publisher and created

storyboards;• Photographed other students in costume and role as characters rom

painting ‘Family o Saltimbanques’ and these were transerredto Movie Maker to create a video on Smart Board: digital literacydescription ‘Fm Smbq’ ‘G’;

• responded in blogs to cubist art work o other students that werephotographed and available online.

Australian

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TalkingandListening

Sd d B C, g pf p gp: Lw, Em d D. Sd mpd, wkd gp k d , mpdw xp, wk, dp. A bg g pdgthe exposition on a movie in Media Maker while learning the technologyand use o Smart Board. Tg b gp d:• pd g d p f

pd using Media Maker;• dd pb m/p b d;• pd g SmartBoard technology ;• dd g dd b md pgp/

d mp q wg;

• produced voice recordings using a microphone linked to a computer.This recording was then used in Media Player;

• gd w pp, bkdp, dgd pppm;

• d language or new technology and sotware.

Reading I g Fd d:• d d wd m x d on websites;• d, mpd d d xp Fd;• d wk p g Smartboard d pdd .

Writing Sd pd d pdd:• j/m gp xp – mp dpg

pgp;• w j g pgp;

• with Media Maker created a short flm using the exposition writtenby the class. Students incorporated aspects o visual literacy whichimpacted on the persuasiveness o the fnal product. For example,colour, movement o text on screen, and camera angle;

• photographed other students in roles with digital camera. A photo torepresent the ideas in each paragraph was uploaded and inserted in

Media Maker:• used and uploaded Aboriginal Music appropriate to the theme or

presentation in Media Maker.

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October 2010

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2 1 1 –

2 3 9 Case Study 5

TalkingandListening

W g Rg Ed w Eg, d wkd w dp Lg E d pd ; ‘ How to prepare a Liturgy’. Sd m w wkd g d Y 6d p d Y 2 d. Sd:• mpd g d g Y 2 (dg );• d interviewed sta members and recorded interviews using

a digital video camera g ‘W d gd Lgd?’ T pd ppp q d dg pqd g d b d m wk;

• d language or the new technology and sotware;• d p g d how to use the technology;• developed voice recording using a microphone.

Reading T pp g, d:• searched the internet m ppg g,

interviewed and flmed other teachers to fnd out inormation;• read, viewed and evaluated structure o dierent websites in

preparation to design their own websites;• d p/q ppd gp d d

w w mmb.• d d qd wk p ( web pages,

PowerPoint presentations, pd ) using Smart Boardtechnology.

Writing T p d pd g d:• pd d w q w;• d m bd gd p d pp

g w ;• d microphone to record text PowerPoint p;• digital camera k p d bg

g. Updd p computer d d m PowerPoint p;

• dgd webpage ‘Hw pp Lg’;• d Smart Board dp wk p;• d Microsot Word, Microsot FrontPage and the internet (wb.

m). Sm d dd hyperlinks.

Australian

Journal of Language

and Literacy

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2 1 1 –

2 3 9Case Study 6

TalkingandListening

Tg g k d:• bd p p, visual and digital texts;• d b kg & g, mpg p, bg;• d q d’ k. T mdd p

qg p w gd – What has the student done wellin this task? What could make it even better? Sd ppd gdd dd d dd p d wk j mm b loading their response on to blogs.

Reading Tg d g k, d:• d, wd d d m g m x,

websites, computer programs, b d pmp;

• mpd k : viewed and read these on class blog;• d, pdd d d d’ wk mp.

Writing Sd:• w p g m pf k saved in fles and

emailed to class blog;• edited on screen – evaluated design o other students’ products;• posted these comments onto the class blog;• considered appropriate internet protocols and language with emphasis

on saety and politeness;• read, wrote, designed and edited on screen.

Case Study 7

TalkingandListening

Tkg, g, pbm g d b d d:• w d pp f g w

m g xpm .g. w , d f dg, g w, p, bb g, p,g g. E gd w d pfg H Sp .g. pw & g, wdm, , wd &w, wdm, ddg, g jdgm.

• w g b mg m d g d d kg p m – mgg g k, .g. wdm, , fm.

• w qd p df d xp w pm m d w w d b ppd d p.

• dd d d advertisements dd w w dpd pp dg w video advertisement.

• ggd d q g & pbm g, m,dwg , .g. how long does it take to fll a bathtub o 100 litres?U m d xpm pdd d g. Uddg f m d p , .g. ,z .

• w g b kg & g, mpg , bg,dg d wg g –writing these fndings oncomputer and emailing to teacher.

Volume 33

Number 3

October 2010

W A L S H • A

L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

Reading W g b g d p, d wggd dg p d digital texts d:• d the internet w m bk df d

xp ddg p w g H Sp .g. .

• d m m w SmartBoard;

• d m d md jdgm – , d mp;

• viewed, read and deconstructed video advertisements (e.g. Moccona) tounderstand structure and purpose – critical literacy developed throughunderstanding o flm shots and angles, participants, setting, colour,movement, sound, timing – especially speed or ads, intertextuality,persuasive and emotive elements.

• practised with digital camera and video with a ocus on key elementsincluding camera angles and position in preparation or their videoadvertisement.

Writing Sd w d dgd pd:• developed PowerPoint presentations dm g

b d g H Sp• gp emailed fdg m

g • d g dpd m gp wk G

H Sp d S g• developed a script or an advertisement w g

m• gp, j d xp p

television advertisement and use programs such as Comic Life and Movie Maker to present fnal video product to other students. P pd p gg pw g d RAPS .g. ‘Go green, keep the earth clean’.

• used Ulead to edit their television advertisement• learnt the skills o podcasting and transerred their video onto a

podcast• designed on screen using images, ont, colour, using hyperlinks,

design and arrangement on screen, word processing, spell-check,custom animation, sound

Australian

Journal of Language

and Literacy

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2 1 1 –

2 3 9Case Study 8

TalkingandListening

A d pd gd p dg :• d , wd dm, pd dg

pgpd d kd b p;• bd d dbd d w digital microscopes and digi

cams;• dd pd g p d d digital photographs

d;• photographs saved on computer fles or students to access;• pd pd p;• d pd d b wg;• d gg dp w w b;• pd gg gm dg p pzz d p bg;

• md gb p w ;• digital recording on webcam d kg b pd

pg d dg gwg.

Reading Tg w wg dg d pg, d:• wd mg dg wd g m

bk;• wd d g p w x, p d dgm

w dpd d m d the computer ;• ggd gg wg d b w ‘Hw d d

gw? Hw d gd?’• viewed photos d, m d gb;• bd mdg dg w p d

m bk .g. What does a garden need? b Jd N. The TinySeed b E C, Seeds grow! b Ag S. Md;

• w dpg wd g, p d g b d dg d p, m d q wd d dpdj.

Writing Sd:• jd w b b pg

dg using digi cams;• j d dbg pg;• w dp d b p on computer screen

rom digital microscope or digi cams. Fd mp ddd dj;

• j w g pd: pdd md dd d g, bdg w j ;

• d gg dp, , p,m d q w bdg pd wg w

pd: ‘Hw dg gw’ d ‘Rp gb p’;• gd pg d dwg;• wg w mpd b digital drawing on computer d p

bk g 2create program;

Volume 33

Number 3

October 2010

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L I T E R A C Y ,

V o l . 3 3 ,

2 0 1 0 , p p .

2 1 1 –

2 3 9 Case Study 9

TalkingandListening

T d d g k m mb gg gw. T:• bd gg, k, k g d d xp

d g;• d mgg g mb w g b d digital

microscope or close observation – images transerred onto computerscreen and photographed;

• dpd d b .g. , , w gg .g. mmb;

• xdd gg qg d xpg;• audio recorded explanations on teacher-made postcards;• ppd ‘kg’ , .g. md m, k .

• g d k d .g. Love eggs d Egg song;• d p g dm – d d z m

g d gw k.

Reading Sd ggd dg d wg d g , :• d m b k d m m

bk;• d m d pp-p d d m;• viewed photos and inormation in students’ online journals;• wd d dd p m m p g digital

microscope;• wd d d d w wg d dwg

pgpd wb m; d digital microscope as well as postcardrecording;

• dfd w d b, .g. b, , mb;

• continued digital recording with photos, web cam, digital microscopeimages;

• d, pd d m d ;• d xmp d p pd x;• viewed d k ;• qd p g gw: m mb k

g gw ;• mdd dg g x .g. Chick Lie Cycle; b

Ezb B, The Cow that Laid an Egg? b Ad Cb; MissChicken and the Hungry Ngb b Jd Wdm.

• d d pdd pm ‘Bw Egg’ w pgmm d p ;

• read and viewed internet sites, YouTube videos o embryodevelopment.

Australian

Journal of Language

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Writing Sd:• dd b d d on online journal, Voice Thread.

T bm d pd x. P k dg w digital camera, web cam and digital microscope;

• sd md d p p d ddd onlinediary on ‘Voice Thread’;

• p d dgd – pdd dg w wg,dwg dgm – w pd w bdg ;

• /dg: d md fg d g k’ , dg k claymation production;

• d dd b gd – bm d ;

• d w b d gg qgd xpg;

• j d d gd w w simplesotware (2publish and 2create);

• j d xp – w gg k wm d w 2Create sotware;

• d PowerPoint presentations using text, clip art and digitalphotos;

• dpd class claymation story;• gd pg d gmm g.

Multimodal Literacy AJLL Oct 2010

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