Multimodal Literacy Scale: A Study of Validity and Reliability

Abstract

Problem Statement: Most structures of the texts individuals encounter today are multimodal, in which written, visual, and auditory elements are used together. Students who spend most of their time on social networks or playing various computer games gain experience in multimodal environments. As a part of teacher training, it is important that teachers who prepare students for life and set an example have multimodal literacy skills by keeping up with advancing technology. Purpose of Study:The study, carried out in Turkey, researches whether or not the multimodal literacy skills within the formal training prospective teachers receive are limited. A scale that aims to measure the multimodal literacy skills of teachers is developed.Method: Designed in a survey model, the scale aimed to develop a multimodal literacy scale for prospective teachers. The validity and reliability studies of the scale were conducted on 392 prospective teachers. Findings and Results:At the end of EFA, we identified that the scale had a 3 factored structure, which explains 52.63% of the total variance. As a result of the CFA conducted, consistency index values were identified and the 3 46Berker Bulut, Hacer Ulu & Adnan Kan factor structured scale, recognized as made up of 17 items, was verified as a model. In order to determine the reliability of the scale, we calculated the Cronbach Alpha internal consistency and test-retest reliability coefficients. In light of the values obtained, the scale was concluded as reliable and valid. During the studies of item analysis, corrected item-total correlation of the items within 3 factors was calculated and the t-test was used to determine if these items discriminate the 27 % of the upper groups and the 27 % the lower groups. These results can indicate that the items in the scale have a high validity rate, and it can discriminate between students with regard to their capabilities of multimodal literacy. Conclusions and Recommendations:A scale designed to measure the multimodal literacy skills of teachers who will play a big part in the education of upcoming generations was developed. With this, we can identify multimodal literacy skills during their undergraduate education, whereby we can identify the prospective teachers who do not have such skills and they can then be trained in this respect.

The Relationship between Multimodal Literacy of Pre-Service Teachers and Their Perception of Self-Efficacy in Critical Reading

“…Multimodal literacy scale has been devised by Bulut, Ulu & Kan (2015). After the exploratory factor analysis, the researchers have concluded that the scale is comprised of thee sub-dimensions (expressing oneself by using multimodal structures, interpretation of the contents presented in multimodal structures and preferring multimodal structures).…”

“…337 students were chosen via convenience sampling for this study which was designed on the basis of relational survey model. The data which is needed to answer the relevant questions in our study was collected by means of Multimodal Literacy Scale (Bulut, Ulu and Kan, 2015) and Critical Reading Self-Sufficiency Perception Scale (Karadeniz, 2014). The analyses of the data collected were conducted through Pearson product-moment correlation coefficient analysis technique and multiple regression analysis technique.…”

The importance and meaningfulness of visuals: The situation for university students

“…The related literature shows that the data collection instruments developed in order to determine visual literacy levels of individuals often measure this construct in self-report format (Arslan & Nalinci, 2014;Bulut, Ulu & Kan, 2015;Kiper, Arslan, Kıyıcı & Akgün, 2012;Özsevgeç, Akbulut & Özsevgeç, 2010;Şahin & Kıran, 2009;Yeh & Cheng, 2009). Many studies conducted in Turkey by collecting data in self-report format revealed high levels of visual literacy perception levels (Kocaarslan & Çeliktürk, 2013;Mert, 2017;Özsevgeç, et.al., 2014;Şahin & Kıran, 2009;Taşpınar, 2017).…”

Exploring Lecturers’ Standpoints in Composing Digital Fiction and Students’ Multimodal Literacy Level

“…In this study, the writers wanted to identify the level of students' multimodal literacy in digital fiction writing and the lecturers' view on the multimodal literacy. This investigation of multimodal literacy level was firstly introduced by Bulut et al (2015), who also created an instrument to measure it. According to them, teachers must have multimodal literacy skills to keep up with evolving technology as part of their teacher training.…”

“…This study was conducted both quantitatively and qualitatively and involved 71 EFL students who took creative writing subject in an English education program in one state university in South Sumatera. The data were collected by distributing a questionnaire from Bulut et al (2015) and by interviewing 3 lecturers who taught the subject. Descriptive statistics and one-way ANOVA were used to determine mean, standard deviation and differences in terms of gender and classes with different lecturer; qualitative data were thematically analyzed to categorize the themes.…”