We’ll use Perusall to annotate and read together. 
Multimodal analysis Jossalyn Nelson
What is to be gained from multimodal texts?
The benefit of multimodal text is that the students are able to express their ideas and opinions through a medium that suits their style and their process of thinking. Ideas can be expressed in various forms reaching a broader audience to create a clear understanding of the subject being presented. Shipka states that “instructors frame their response to students’ work in increasing efficient, purposeful, and constructive ways by focusing on the specific goals and choices students have selected and shared with the instructor”. I believe multimodal texts also give students the chance to become engaged and interested in the lesson being taught. They are able to apply what they have learned from the lesson in a form that is easier for them to understand.
What are the complications?
The complications of a multimodal text is, if students are using multimodal to express a certain idea others may not understand what is being said. If students of a young age are given freedom to express their ideas and understanding of the topic through multimodal projects they may not know how to create these projects and become frustrated with their work or the result of their work. They may also not fully express their ideas or put time and effort into the project. It will be hard for the teacher to discern if the student put their full effort or if the project turned out poorly even though maximum effort was used in creating it (This has happened to me because I wasn’t used to having creative freedom in a classroom).
How do we support writers as they compose using a variety of modes?
As teachers we can help guide the student in the right direction; I think it is fine to insert our opinion and ideas into the student’s project if they are having a tough time in making decisions or in finding a place to start. They have the option to take our ideas or inspire from our thoughts. Once the students have been taught how to use multimodal projects, it will become easier for them to be creative in what they are trying to express and find which methods work best for them. We can also suggest places for them to gain inspiration for the projects by having them do brainstorming in class. For example, in our class when the students shared their ideas on the projects, even though there is only one student talking about their own project other students may realize ideas for their own project within this time frame.
2 Replies to “Multimodal analysis Jossalyn Nelson”
Hey Jossalyn,
I really like the end of this blog where you talk about the ways in which seeing others’ ideas–making ideas public–can support us as writers and makers. I actually think young kids are the best at understanding that texts can be broadly defined. They have yet to be stifled by school-based approaches to literacy…most of their texts actually start with image, usually a drawing, which they then add alphabet text to. And as I mentioned to Catherine, perhaps we should start with looking at texts outside of school? What it the impact of image, sound, and text on our reading and writing practices? How do we read the web, for example? And I think you’re right…students become engaged when they have some choice over process and production of ideas.
I love how you broke your blog into three main points. It made your view of multimodal application in the classroom very clear. I completely agree with you when it comes to introducing multimodal activities in the classroom. Students need direction before being thrust into this practice, otherwise they will be confused, frustrated, and possibly not try as much to complete the assignment. Students need some guidance at least when first introduced to gain confidence, and then they can be thrust into the ocean to discover their next great ideas and projects.