Exploring Cybernated Storytelling via Multimodal literacy

1. Exploring Cybernated Storytelling via Multimodal literacy Assoc. Prof. Dr. Faizah Idrus Kulliyyah of Education, The International Islamic University Malaysia

2. New ways of reading, new ways of writing ‘literacy teaching and learning needs to change because the world is changing’ Cope and Kalantzis. 2000: 41

3. Storytelling: • People tell stories in many different ways. • It’s a practice that was inherited from our forefathers • Oral-Aural • Writing • Signs

4. What is Multimodal literacy? • Multimodality involves the complex interweaving of word, image, gesture and movement, and sound, including speech. These can be combined in different ways and presented through a range of media. Bearne, E. And Wolstencroft, H. 2007

5. Siegel (2012) pointed out that multimodality is not new. It existed long before the Internet. She cited illuminated manuscripts and picture books as examples of hybrid texts that bring together visual art and written words. Multimodality is all around us—in our conversations, in the television programs we watch, on the Internet, and even in the books we read.

6. Multimodality via technology • Technologies have enabled a significant expansion of the range of media by which humans communicate, especially in terms of recording, replaying, and transmitting across time and space (that is, mediating) multimodal discourse

7. Multimodality Mode – signs: sound, graphic material, print Media – the manner of dissemination A traffic sign as the medium of communication and the red border and the image inside it as the mode. Kress, G.1997

8. Medium of communication • The computer: internet information and software presentations • Paper-based texts: picture books, magazines, novels, information books • Sound and visual media: radio, television, videos, CDs and DVDs

9. Modes of communication • Writing or print, including typographical elements of font type, size and shape • Images: moving and still, diagrammatic or representational • Sound: spoken words and music • Gesture and movement

10. Why multimodality matters • The future of reading and writing are closely interwoven with the future of digital technologies. • Children already know much about multimodal texts from their home experiences. As teachers it is our responsibility to build on these experiences and the children’s knowledge of multimodality in the classroom. This means we need to recognise the relationships between different modes: text and image, sound and gesture and use this in our teaching. • Supporting children with reading, analysing and using modes will enable them to develop literacy skills for today and the future.

11. Paper-based multimodal texts, a reflection • Reflect on the way you have seen paper-based multimodal texts used in the classroom. How do you currently draw pupils’ attention to multimodal aspects? • How does this support the pupils’ learning?

12. The challenge for the classroom, a reflection • How do you use on-screen texts to support your teaching of different text types? • How do you plan for the children to design and create on-screen texts?

13. The challenge for the classroom, a reflection • How far could the approaches (of using technology) be used in your own teaching and learning? What would you need in order to do so?

14. Since it is impossible to accurately predict what knowledge or information will be needed in the long-range future, it is important to focus on the development of skills which help individuals become more adaptable to new and changing circumstances. The ability to use knowledge is more generalizable and more widely applicable than memorization and recall of data. Skills and abilities are more permanent and related to the process of solving problems. (Isaksen & Murdock, 1993, p. 19)

15. Cyber-nated Story Telling – THE Project • Form groups • Select themes • In and outside classroom discussions • Narrate stories: • Video recording OR • Audio recording plus roleplaying OR • Combination of both

16. The Task

17. Whatsapp

18. Youtube https://www.youtube.com/watch?v=fB7hROp_c2Y&t=109s

19. vimeo

20. twitter

21. In-class activities: • brainstorming, • scriptwriting, presenting to the class • These processes are not a linear process, rather they involve moving forward as well as going backward. • Students experience producing drafts, submitting them for review, repairing them, and resubmitting again. This ‘back and forth’ movement is part of the growth and development not only to their language, but also to more subjective elements such as teamwork and cooperation, motivation, and negotiation, which are part of real-world experiences.

22. How do these processes help students improve their language/communication skills?

23. Thank you

24. REFERENCES • Bearne, E., and Wolstencroft, H. (2007) Visual Approaches to Teaching Writing Multimodal Literacy 5-11. London: Paul Chapman Publishing. • Bhojwani, P., Lord, B., and Wilkes, C. (2009) 'I know what to write now' Engaging Boys (and Girls) through a Multimodal Approach. Leicester: UKLA. • United Kingdom Literacy Association/Qualifications and Assessment Authority (2004) More than Words 1: More than Words: multimodal texts in the classroom. London: QCA. This can be accessed on: http://www.qca.org.uk • United Kingdom Literacy Association/Qualifications and Assessment Authority (2005) More than Words 2: Creating stories on page and screen. London: QCA. This can be accessed on: http://www.qca.org.uk