024705 Multimodal Texts: Comprehending and Creating
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particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade, no marksThere are course requisites for this subject. See access conditions.
Description
In this subject, students develop an understanding of the elements of multimodal texts (in print, visual, aural, static and moving forms) and the way multimodal texts can be navigated and interpreted. They learn to make appropriate choices of multimodal texts for primary and secondary school curriculum and to address the needs of learners from diverse backgrounds. They develop teaching strategies to support learners’ comprehension of, response to, and creation of multimodal texts.
Subject learning objectives (SLOs)
| a. | Identify and interpret the elements of visual grammar in multimodal texts |
|---|---|
| b. | Select appropriate multimodal texts to support learners from diverse linguistic, cultural, gender, and socio-economic backgrounds |
| c. | Develop knowledge of teaching strategies to support learners’ comprehension of, and response to, multimodal texts |
| d. | Develop knowledge of teaching strategies to support learners’ creation of multimodal texts for particular purposes |
| e. | Design suitable tasks to assess learners’ understanding of multimodal texts |
| f. | Produce accurate and cohesive academic and professional texts. |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2) (1.1)
- Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
- Employ contemporary technologies effectively for diverse purposes (GTS 2, 4) (1.5)
- Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
- Engage effectively with work-related communities (GTS 3, 7) (5.2)
- Exhibit high-level numeracy and literacies (GTS 2) (6.2)
Teaching and learning strategies
Teaching and learning in this subject will be fully online, mostly asynchronously but includes optional 30 minute synchronous Zoom discussions with tutor and peers. The subject is organised around three modules. While there is considerable flexibility for students to plan the pace at which they study, for the purpose of providing formative assessment feedback, assignments must be submitted before or on the due dates listed in the subject outline. Students will receive feedback at the end of each module after completing the quiz check-in. The weekly check-in points enable students to discuss tasks, concepts and receive feedback from the class tutor.
Teaching strategies
- A series of introductory videos.
- Stimulus clips, modelling of online tasks.
- Scaffolding of learning and assessment tasks.
- Online tutor check-in points.
Learning Strategies
- Independent reading and viewing of multimodal input.
- Independent tasks uploaded to a ‘task basket’ at the completion of each module component which cumulatively build a portfolio of student-designed teaching and learning strategies. These contribute to the assessment two grade.
- Independent research, academic reading and assessment preparation.
- Independent online check in quizzes.
- Group discussion boards.
Content (topics)
The subject content is organised around three modules. The first module focuses on the development of a semiotic grammar for analysing multimodal texts. The second module focuses on the selection and critical analysis of appropriate multimodal texts. The third module develops strategies that use multimodality as a basis for generating classroom literacy activities.
Assessment
Assessment task 1: Analysing and teaching a multimodal text
| Objective(s): | a, b, c, d, e and f | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 1000 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Producing multimodal resources
| Objective(s): | a, b, c and d | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||||||
| Length: | Cumulative submissions over the semester. Word count identified in each Module and at the Task Basket submission point. | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Completion of all ‘task baskets’ for each week is required. Student who do not complete all ‘task baskets’ will be awarded an X ‘Fail’ grade.
Required texts
There is no required textbook for this subject.
There are multiple required readings that are provided via the Reading List on CANVAS.