Supporting multimodal literacy in library instruction

Abstract

Purpose Students interact with information in many ways throughout the day, code switching between modes depending on their needs. Educators are finally realizing that composing in more than one mode is not only important, but also necessary. The purpose of this study is to examine the role of the academic library, the ACRL Framework and information literacy instruction in creating ethical, inspired users. Design/methodology/approach This paper looks at previously published work on multimodal discourse, how libraries have supported modes in the past and how the ACRL Information Literacy Framework highlights the need to teach students and faculty how to compose in many modes. Findings Librarians are already well-versed in many literacies, including information, visual and media. They are familiar with multimodal tools and the ethical issues related to the use of images, videos and sound files. While professors are proficient in subject matter, librarians are experts in the paradigm shift from print to multiple modes; therefore, by teaching faculty and students to locate, evaluate, use ethically and cite various modes, librarians become the primary resource on campus for creating multimodal artifacts. The strata used by Kress and Van Leeuwen, coupled with the ACRL Framework, are a model for future instructional design. Originality/value While much has been written on visual literacy, little is written on library support of multimodal discourse or combining several modes in one argument. This paper is alone in reviewing the past support of multimodal literacy in libraries and gives some sample activities for use in the academic library.

Quelles pensée critique et métalittératie des futur·es enseignant·es à l’heure des fausses nouvelles sur le Web social ? Une étude de cas collective en francophonie / What critical thinking and metaliteracy of preservice teachers in an era of fake news on the social web? A collective case study in French-speaking nations

“…The concept is consistent with recent rapprochements between information, digital, media or visual literacies. Metaliteracy is compared to neighbouring theoretical proposals such as multiliteracy (Cazden & al., 1996), multimodal literacy (Carlito, 2018) or transliteracy (Thomas & al., 2007). Instead of traditional IL skills, metaliteracy is promoted in collaborative and participatory environments Witek & al., 2014).…”

Clasificación de la investigación académica en Metaliteracy

“…Tras el cotejo de la producción científica con las categorías y subcategorías de la taxonomía propuesta, puede comprobarse que 12 artículos se adscriben a la titulada como "1.2 Marco Conceptual: nociones, conceptos, definiciones, clasificaciones, cooperación con multialfabetizaciones". Así, destacan la obra de Jacobson y Mackey (2013) sobre la reformulación de la Alfabetización Informacional adoptando las competencias que demanda la Metaliteracy o las miradas conceptuales posteriores de Karvalics (2014) o Carlito (2018) quien defiende la concepción multimodal de la Alfabetización Informacional y su reformulación en un solo marco conceptual unido por la Metaliteracy.…”

Using open educational resources to empower student creators

“…Sean Cordes was the first to refer to multimodal literacy in library literature, in a 2009 talk at the International Federation of Library Associations and Institutions (IFLA) world congress in Milan, Italy. Most often, library literature addresses multimodal learning through visual literacy standards (Carlito, 2018).…”