Multimodality in Language Education – Implications for Teaching

Magnusson, Petra; Godhe, Anna

doi:10.16993/dfl.127

Cited by 36 publications

(35 citation statements)

References 34 publications

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“…The studies presented in this review do not offer clear insight as to whether multimodal approaches are more effective than stand-alone ones. There is evidence from other settings that the use of multimodal education methods can make teaching more effective [ 36 , 37 ]. Additional studies in the future could compare combinations of approaches and methods to support evidence-based decisions on the selection of multimodal interventions.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of mHealth and eHealth Tools in Improving Provider Knowledge, Confidence, and Behaviors Related to Cancer Detection, Treatment, and Survivorship Care: a Systematic Review

2021

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Mobile health (mHealth) and eHealth interventions have demonstrated potential to improve cancer care delivery and disease management by increasing access to health information and health management skills. However, there is a need to better understand the overall impact of these interventions in improving cancer care and to identify best practices to support intervention adoption. Overall, this review intended to systematically catalogue the recent body of cancer-based mHealth and eHealth education and training interventions and assess the effectiveness of these interventions in increasing health care professionals’ knowledge, confidence, and behaviors related to the delivery of care along the cancer continuum. Our initial search yielded 135 articles, and our full review included 23 articles. We abstracted descriptive data for each of the 23 studies, including an overview of interventions (i.e., intended intervention recipients, location of delivery, topic of focus), study methods (i.e., design, sampling approach, sample size), and outcome measures. Almost all the studies reported knowledge gain as an outcome of the education interventions, whereas only half assessed provider confidence or behavior change. We conclude that there is some evidence that mHealth and eHealth interventions lead to improvements in cancer care delivery, but this is not a consistent finding across the studies reviewed. Our findings also identify gaps that should be addressed in future research, offer guidance on the utility of mHealth and eHealth interventions, and provide a roadmap for addressing these gaps. Supplementary Information The online version contains supplementary material available at 10.1007/s13187-021-01961-z.

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of mHealth and eHealth Tools in Improving Provider Knowledge, Confidence, and Behaviors Related to Cancer Detection, Treatment, and Survivorship Care: a Systematic Review

2021

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“…Despite the shift towards a pluralised view of literacy, multimodal text comprehension and meaning‐making processes are still less valued in educational settings (Andersson, 2015; Mills, 2016; Author; Magnusson & Godhe, 2019; Sofkova Hashemi, 2018; Tan et al., 2020). One explanation for this could be that, despite empirical studies suggesting that multimodal literacies practices are recognised in the classroom, there is a disjuncture between multimodal productions and assessment practices.…”

Section: Multiliteraciesmentioning

confidence: 99%

“…To conclude this section, multimodal text making and literacy as situated practice in school can connect to students' interests and lifeworlds, thus motivating students (Magnusson & Godhe, 2019; Ryan et al., 2010). Contemporary literacy practices require an understanding of the modal and digital potentials of multimodal texts (Jocius, 2017; Kress, 2010; Sofkova Hasheimi, 2018).…”

Section: Multiliteraciesmentioning

confidence: 99%

Students as digital multimodal text designers: A study of resources, affordances, and experiences

Dahlström

2021

Brit J Educational Tech

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This paper addresses how students design multimodal digital text when making digital stories in school. Drawing on the perspective of ‘multiliteracies’, multimodal analysis of video recordings was used to understand the data. Findings revealed that (a) multimodal digital text making requires particular digital and modal text‐making skills and knowledge, such as knowledge of photography, film, film editing, image searching, and audio recording; (b) students' prior knowledge was crucial for mastering the digital and modal affordances offered when making digital stories; and (c) making multimodal digital texts in school offers increased opportunities for students to perform and succeed in text making. These findings point to the need for schools to offer education that makes it possible for all students to gain knowledge and master skills needed for contemporary text making. Such knowledge goes beyond skills and practices needed when making paper‐based text, and borders on other disciplines such as art and technology. What is already known about this topic Text making in the 21st century entails working in various modes, such as images, writing, and video, and is often performed with digital resources. Today's students must be competent in designing multimodal texts that are commonly associated with digital technology and multimedia. Students' modal choices when creating digital texts are influenced by prior experiences and knowledge of text‐making practices obtained outside school. What this paper adds This paper provides examples of the differing prerequisites of students designing a digital multimodal story. This paper offers insights into the particular digital and modal text‐making skills and knowledge necessary for students to become competent text makers. Multimodal digital texts activities in school offers increased opportunities for students to perform and succeed in text making. Implications for practice and/or policy The results of this study have implications for literacy practices as well what is included in the literacy curriculum. This study provides implications for education that intends to reduce inequalities in students' prerequisites concerning making digital multimodal texts, and examines the text‐making experiences, knowledge, and skills students already possess upon entering the classroom. Classroom‐based instruction and opportunities for digital creation can bridge the gap between student's informal text‐making activities and formal text‐making activities at school and help to close the digital divide among students.

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“…Using various modes to create meaning and mediate it using digital devices affect the nature of what is communicated. Today's learners are keen users of these possibilities: they read and create texts that are often a combination of writing, composition, pictures, moving images, and sound, mediated through digital tools such as computers and mobile phones (Lemke, 2006, Qtd in Magnusson andGodhe, 2019).…”

Section: Multimodality Approach To Make Meaningsmentioning

confidence: 99%

Developing 21st Century Education and Digital Literacy Skills through Intercultural City Stories Project

Komalasari

2021

Pioneer. J. Lang. Lit

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As a higher education institution that highlights the 21st education, Sampoerna University has encouraged the lecturers to do projects that give students opportunities to develop skills needed in Industry 4.0 so they can participate in global competition. Besides having the skills, the students must also have Intercultural Communicative Competence (ICC) to be able to participate in the competition and by knowing the importance of the skills and the competence, students of Sampoerna University participated in a collaborative project with students from Malmo University in Sweden. The project encouraged learners to develop their critical, creative and digital skills by collaboratively studying the city as text. The focus was on critical multiliteracy and the promotion of intercultural communicative competence through first-hand experiences of virtual exchange in cross-cultural groups. The objectives of this research are to find out how Intercultural City Stories project applies the elements of Intercultural Communicative Competence, to analyze how Intercultural Communicative Competence gives impacts for Cross Cultural Understanding, to observe how the digital outcome of multimodal narratives improves the understanding of Intercultural Communicative Competence and digital literacy and to identify the reasons why Intercultural Communicative Competence plays important roles in 21st century education and in literacy.

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Multimodality in Language Education – Implications for Teaching

Cited by 36 publications

References 34 publications

The Effectiveness of mHealth and eHealth Tools in Improving Provider Knowledge, Confidence, and Behaviors Related to Cancer Detection, Treatment, and Survivorship Care: a Systematic Review

The Effectiveness of mHealth and eHealth Tools in Improving Provider Knowledge, Confidence, and Behaviors Related to Cancer Detection, Treatment, and Survivorship Care: a Systematic Review

Students as digital multimodal text designers: A study of resources, affordances, and experiences

Developing 21st Century Education and Digital Literacy Skills through Intercultural City Stories Project

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