024705 Multimodal Texts: Comprehending and Creating

Warning: The information on this page is indicative. The subject outline for a 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.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade, no marks

There 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:

Criteria	Weight (%)	SLOs	CILOs
Appropriateness and depth of visual grammar in the poster as a support for students	20	a	1.1
Effectiveness of modelled and guided reading / viewing activity	30	b, c	1.2
Effectiveness of independent response activity	30	d, e	1.2
Academic citations, accuracy and cohesiveness of the written text	20	f	6.2

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:

Approx. 300-350 words for each written online module task.

Designed visual resources should be appropriate as an A3 sized product for students in your context.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Suitability of multimodal text for the learner group and accuracy in the identification and interpretation of elements of visual grammar.	25	b, c, d	1.2
Quality and originality in design and production of the multimodal texts	25	b	1.5
Effectiveness, appropriateness and clarity of the multimodal texts	25	c	5.2
Application of theoretical concepts and readings in the production of the multimodal texts	25	a	2.1

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

Subject textbook:

Callow, J. (2016). The shape of text to come: How image and text work, Primary English Teachers Association Australia.

Available, in print and e-book form, from the Primary English Teachers Association of Australia [PETAA] here.

Membership for PETAA as a preservice teacher is $70 and provides you with discounts, English units for work, resources and multiple free texts each year.

References

Baroutsis, A. & Towers, C. (2017). Makerspaces: Inspiring writing in young children. Practical Literacy, 22(3), 32-34.

Barton, G. & Unsworth, L. (2014). Music, multiliteracies and multimodality: Exploring the book and movie versions of Shaun Tan’s The Lost Thing. Australian Journal of Language and Literacy, 37(1), 3-20.

Callow, J. (2017). ‘Nobody spoke like I did’: Picture books, critical literacy, and global contexts. The Reading Teacher,71(2), 231-237.

Cleary, A. (2016). Contentious picture books in our culturally and linguistically diverse classrooms. Practical Literacy, 21(2), 17-19.

Dale, L.P., Higgins, B.E., Pinkerton, N., Couto, M. et al (2016) Princess picture books: Content and messages. Journal of Research in Childhood Education, 30(2), 185-199.

French, R. (2017). ‘The picture is pleading with us to help’: Primary school children interpret a persuasive online video. Practical Literacy, 22(3) 29-31.

Kwaymullina, A. (2017, 14 June). Indigenous picture books offering windows onto worlds. The Conversation, Retrieved fromhttps://theconversation.com/indigenous-picture-books-offering-windows-into-worlds-78591

Mills, K.A. & Levido, A. (2011). iPed: Pedagogy for digital text production. The Reading Teacher, 65(1), 85-91.

NSW Education Standards Authority. (2012). Suggested texts for the English K-10 Syllabus.Retrieved from https://syllabus.nesa.nsw.edu.au/assets/global/files/english-k10-suggested-texts.pdf

NSW Education Standards Authority. (2019). English K-10. Retrieved from https://syllabus.nesa.nsw.edu.au/english/english-k10/

NSW Education Standards Authority. (2019). English K-10: Work samples. Retrieved from https://syllabus.nesa.nsw.edu.au/english/english-k10/work-samples/

Primary English Teaching Association of Australia. (2015). Teaching visual literacy with multimodal texts.Retrieved from http://www.petaa.edu.au/imis_prod/w/Professional_Learning/Video_embeds/Visual_metalanguage.aspx?WebsiteKey=23011635-8260-4fec-aa27-927df5da6e68

Staley, B. (2017). Vamp TV: Curating multimodal literacies for remote Northern Territory schools. Practical Literacy,22(3), 19-20.

Victorian Department of Education and Training. (2018). Visual metalanguage for comprehending and composing visual meaning.Retrieved from https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/multimodal/Pages/visualmetalanguage.aspx#link79

Walsh, M., Durrant, C. and Simpson, A. (2015). Moving in a multimodal landscape: Examining 21st century pedagogy for multicultural and multilingual students. English Australia, 15(1), 67-76.

Yenawine, P. (2013).Visual thinking strategies: Using art to deepen learning across school disciplines. Harvard Education Press.