Creation of multimodal texts such as animations, films, computer presentations, e-books, blogs, and web pages is now included in the new Australian Curriculum: English (2011). Creating is described as the development and/or production of spoken, written or multimodal texts in print or digital forms; and a multimodal text is defined as 'the combination of two or more communication modes'.
"Digital and multi-media technology have changed the way we communicate so that reading and writing can often combine the simultaneous processing of text, images, sound and movement. For education for the 21st century, teachers need to understand “multimodal literacy”: the way literacy occurs with digital texts combined with paper-based texts." Multimodal Texts and Reading - Brilliant research
from Maureen Walsh via Rod Leonarder
Walsh defines: Multimodal texts as: "those texts that have more than one ‘mode’ so that meaning is communicated through a synchronisation of modes. That is, they may incorporate spoken or written language, still or moving images, they may be
produced on paper or electronic screen and may incorporate sound.
Different types of multimodal texts that students commonly encounter in their educational environment in print form are picture books, information books, newspapers and magazines.
Multimodal texts in non-print form are film, video and, increasingly, those texts through the electronic screen such as email, the internet and digital media such as CD Roms or DVDs and now through tablet computers such as the iPad." from
Reading visual and multimodal texts: how is ‘reading’different?
Various Digital Learning Objects from TaLe can be used to introduce aspects of multimodal design and composition to support multimodal design and authoring.
This content is restricted to teachers and students in Australian schools and other bodies licensed by The Le@rning Federation.
In TaLe -You can create lists of your searches and saved items:My list- Design
Stage 1 Design a Talking Cat
Design a talking cat to present at show and tell. Create your cat by selecting from a range of elements such as mood, size and colour. Choose a voice and background picture for your cat. Decide on a name that suits your talking cat. Select a note about your cat. Watch the animation. Change your design as many times as you like. Evaluate the impact of your design by using icons and selecting a comment. This learning object is one in a series of six objects.
Walsh defines: Multimodal texts as: "those texts that have more than one ‘mode’ so that meaning is communicated through a synchronisation of modes. That is, they may incorporate spoken or written language, still or moving images, they may be
produced on paper or electronic screen and may incorporate sound.
Different types of multimodal texts that students commonly encounter in their educational environment in print form are picture books, information books, newspapers and magazines.
Multimodal texts in non-print form are film, video and, increasingly, those texts through the electronic screen such as email, the internet and digital media such as CD Roms or DVDs and now through tablet computers such as the iPad." from
Reading visual and multimodal texts: how is ‘reading’different?
This content is restricted to teachers and students in Australian schools and other bodies licensed by The Le@rning Federation.
In TaLe -You can create lists of your searches and saved items:My list- Design
Stage 1 Design a Talking Cat
Design a talking cat to present at show and tell. Create your cat by selecting from a range of elements such as mood, size and colour. Choose a voice and background picture for your cat. Decide on a name that suits your talking cat. Select a note about your cat. Watch the animation. Change your design as many times as you like. Evaluate the impact of your design by using icons and selecting a comment. This learning object is one in a series of six objects.
Can you put the puzzles together?
provided by flash-gear.com
Further readings from Maureen Walsh:
- Walsh, M. (2009). Pedagogic Potentials of Multimodal Literacy. Chapter 3 (PDF, 1.2mb). In Tan Wee Hin, L & Subramanian, R. (Eds) Handbook of Research on New Media Literacy at the K-12 Level: Issues and Challenges. US: IGI Global, pp.32-47.
- Walsh, M. (2008). Worlds Have Collided And Modes Have Merged (PDF, 98kb): Classroom Evidence Of Changed Literacy Practices in Literacy,42:2, 101-108.
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