Think Multimodality: It Makes it Much Better.

I went through a traditional system of education that utilized minimal modalities in teaching and learning. My initial reaction to multimodality was therefore both excitement and uncertainty. Excitement because I could see just how beneficial and fun it would be to incorporate multimodality in my classroom, but uncertain whether I am really able to apply multimodality considering that it is relatively a new concept to me. Well, experience, though minimal, has been gained. Here are ideas to get you thinking multimodality and hopefully, get you started! 

What is multimodality anyway?

Come to think of it: what if the only means of communication was through words to be read and spoken. The world would be a boring place. In addition to written texts, multimodality allows for the incorporation of auditory elements, such as speech and music and Visual elements such as images, video, colors, animations and so forth in the composition of text. With multimodality, students are exposed to a wide variety of ways of composing persuasive texts for different audiences in different contexts.

In designing multimodal assignments, you could ask students to present their assignments in various forms such as:

●        Documentaries

●        Websites

●        Posters

●        Podcasts

●        Powerpoint presentations

●        Infographics

●        Collages

●        Word clouds

●        Photo essays

 Why Bother?

In Multimodal Composition: Resources for Teachers, Pamela Takayoshi and Cynthia L. Selfe sum up the objective of composition instructors pretty well: “To teach students effective, rhetorically based strategies for taking advantage of all available means of communicating effectively and productively, to multiple audiences, for different purposes, and using a range of genres” (9). Multimodality makes this goal achievable! In additions, Takayoshi and Selfe point out that in the increasing technological world, there is a need for students to acquire skills in composing texts in multiple modalities so as to successfully communicate within the digital communication networks (3.) Writing in the modern age requires creativity and persuasion that goes beyond reading and writing. 

Students interact actively with multimodality outside the classroom. In bringing this concept into the classroom, students are able to transfer the knowledge they learn in the classroom to their social and professional engagements outside the classroom, in this way, they remain relevant in today’s academia and professional fields. In addition, multimodality provides students with an opportunity to effectively express themselves in ways that written texts may limit. Takayoshi and Selfe point out that “aural and video compositions sometimes reveal and articulate meanings students struggle to articulate with words; audio and visual compositions carry different kinds of meanings that words are not good at capturing” (4). Therefore, multimodality is a means to effective communication. Another important need for multimodality is that it positively influences students’ responsiveness in the classroom. Takayoshi and Selfe acknowledge that multimodality has been seen to engage students in their compositions in such a way that “they push themselves beyond the boundaries of the assignments and demonstrate learning that goes well beyond teachers’ expectations as they begin to understand how multimodal texts look, act, and function” (4). In this way, students are able to realize their potentials and utilize them effectively in the learning process for better performance.

                                                           Aspects to Consider

One important aspect to think about in multimodality is composing. A multimodal assignment should align well with the teaching and learning of composition and at the same time be an important knowledge making activity for the students. In Multimodal Composition: Resources for Teachers, Mickey Hess points out that "teachers who compose the best assignments, then, don't outline a step-by-step procedure for students to follow; instead they create assignments that prompt writers to think in new ways" (29). While composing multimodal composition, the instructor should consider the reasons why they want to integrate multimodality and also consider “which assignments are amenable to the affordances of different modalities.” Secondly, it is important for the instructor to give the students an opportunity to make their own choices as this boosts creativity and lastly, instructors should consider the circulation of multimodal projects outside the classroom (30)

One way to work on multimodal projects is through collaboration. Considering the size of the classroom, the size of the project and the time frame, instructors may group students to work on multimodal projects in teams. According to Anne-Marie Pedersen and Carolyn Skinner in Multimodal Composition: Resources for Teachers, advantages of collaboration include: students can draw on shared knowledge of technology and of audio and video composition. Secondly, students can support and encourage each other in their work and finally students can use time, space, and technological resources effectively especially in situations where these resources are limited (40-42) Though there are various challenges that may be encountered in collaboration (especially when you have a large class and limited resources or when team members don’t seem to agree on some elements of the assignment), teachers can design multimodal projects in such a way that students are able to navigate this challenges and hence allow for an effective and collaborative learning process. 

One major challenge that is faced in multimodal projects is the time that goes into the process. This also may arise especially when you have a large class and limited resources and students have to take turns in working on an assignment. In addition, in case students have to make presentations on their projects, it may have to stretch into a number of class periods to get through with everyone. One way to address this could be through designing multimodal projects that can be completed within the time frame available. However, it is clear that despite being time consuming, multimodality is an important complement to the learning process.

                                       

                                         Getting Started

With all these in mind, here are some suggestions to get you going. 

1. One step at time. You may feel you know little to ‘nothing’ about technology. But we all begin from somewhere. Start experimenting with the little you know and are comfortable with applying, for example designing projects that require PowerPoint presentation, then gradually move to more advanced concepts. Multimodality in the classroom is a learning process for both the teacher and the students. As you learn, you gain experience and grow in your skill with multimodality.
2. Use available technology. Some institutions may have limited technology for students to utilize in multimodal projects. In such a case, design your projects in such a way that students are able to utilize the resources available without having to go out of their way to work on an assignment.
3. Collaborate with colleagues. Ask for help! No one knows everything about everything. But when two heads get together, knowledge and idea are exchanged and in the process solutions are reached. Ask your colleagues for help on areas that you might find challenging. You could, for instance, adapt some of their previous assignments and model them to suit your needs (of course with their permission).
4. Learn from your students. This might seem out of order but the truth is, when you give your students choices on working on a project, chances are, some of them may come up with ideas that you personally had not thought about. Use this opportunities to learn how best to structure your classes in the future and what ideas you could incorporate in future assignments.
5. Talk to your students about the need for multimodality! This way, you remind yourself why multimodality is important.

Remember:  “In internationally networked digital environments, texts must be able to carry across geo-political, linguistic, and cultural borders, and so texts must take advantage of multiple semiotic channels.” (Pamela Takayoshi and Cynthia L. Selfe.)

Reference: Cynthia Selfe