Researching, locating, and critiquing two digital multimodal texts for young children
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In 21st century, there is an increasing vogue for digital resources along with print-based texts in children's education. In this context, importance of digital multimodal texts comes forth, as it includes numerous modes, such as slideshows, animations, e-posters, and various others (Dahlström, 2021). Use of these multimodal texts allows conveying meaning through combinations of audio, visual, written, spoken, gestural, and spatial modes. Lestariyana & Widodo (2018) opined how teachers often integrate digital storytelling to not only engage students with learning but also ensure learning in a multimodal way. Hence, it is undeniable that inclusion of various digital multimodal texts, such as pictured books, podcasts, digital storytelling, e-books, and others can enhance learning exponentially.
Multimodal texts serve the purpose of communicating information and meaning by incorporating various modes both in written and spoken languages. In this regard, semiotics and multimodality are interrelated, as semiotics encompasses learning or research, which surpasses verbal language by including multimodal materials (Pérez-González, 2019). A further emphasis illustrates that a screen adaptation of a novel, radio adaptation, or podcasts of a film can explore meaning in a detailed manner. Thus, incorporation of digital technologies emerges to be effective, as combinations of various components, such as visual, gestural, written languages, spatial, and others can reinforce comprehensive understanding of young children. Digital PPT presentations and podcasts can be two feasible examples of multimodal texts, which ensure their extensive use in classrooms. For instance, multimodal text, such as digital podcasts can enhance their communication, which in turn, encourages their strong learning (Smith, Pacheco & Khorosheva, 2021). It further emphasised that multimodal visualisations through PowerPoint presentations not only engage students in learning but also facilitate their knowledge concerning contemporary issues.
Contrarily, incorporating digital technologies with regard to digital multimodal texts demands teachers to go beyond conventional learning modes of print-based learning regime. This is where significance of teachers comes forward considering their involvement in enhancing multiliteracies or diverse literary skills. Here, multimodal learning of young children can be fostered by making them aware of digital content and practices with respect to technical applications and devices (Yelland, 2018). Gradual assistance of teachers in every step is demanded, starting from understanding technical applications of podcasts and PowerPoint presentations to producing digital media, and others throughout this teaching and learning cycle. Hence, extensive understanding of children can be fortified through distinct modes of learning texts.
Criteria used to select and critique PPT and podcasts as quality learning resources
Podcasts are selected as a quality learning resource in multimodal learning paradigm due to their ability to integrate audio modes and spoken language, which can convey meaning better. Besides, podcasts can enhance scholarly knowledge for digital writing, while it offers additional fun in classrooms (Hotson& Bell, 2022). In addition, PowerPoint presentations offer digital visualisation that can help young children to grasp learning and remember by relying on visual, written, and spoken languages. Hence, its suitability as a quality learning resource is unquestionable considering its prevalent use in classrooms in a contemporary world.
Pérez-González, L. (2019). Multimodality. In Routledge encyclopedia of translation studies (pp. 346-351). London, United Kingdom: Routledge.
Dahlström, H. (2021). Students as digital multimodal text designers: A study of resources, affordances, and experiences. British Journal of Educational Technology. DOI: 10.1111/bjet.13171
Hotson, B., & Bell, S. (2022). “A podcast would be fun!”: The fetishization of digital writing projects. Discourse and Writing/Rédactologie, 32, 4-31. DOI: https://doi.org/10.31468/dwr.915
Lestariyana, R. P. D., & Widodo, H. P. (2018). Engaging young learners of English with digital stories: Learning to mean. Indonesian journal of applied linguistics, 8(2), 489-495. DOI: 10.17509/ijal.v8i2.13314
Smith, B. E., Pacheco, M. B., &Khorosheva, M. (2021). Emergent bilingual students and digital multimodal composition: A systematic review of research in secondary classrooms. Reading Research Quarterly, 56(1), 33-52. DOI:10.1002/rrq.298
Yelland, N. J. (2018). A pedagogy of multiliteracies: Young children and multimodal learning with tablets. British Journal of Educational Technology, 49(5), 847-858.DOI: 10.1111/bjet.12635