Multimodality As A Defining Feature Of Digital Text: Implications For The Training Of Primary School Teachers
Keywords:
digital text, multimodality, design, multiliteraciesAbstract
The paper considers multimodality as the feature that most clearly distinguishes digital text from traditional written text and outlines what follows from this for the preparation of future primary school teachers. It is argued that creating a digital text is an act of design, that the relations between modes can be taught explicitly, and that narrative offers a workable criterion for deciding which mode should carry which part of the meaning.
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References
Kress, G. (2003). Literacy in the New Media Age. London: Routledge.
Kress, G., & van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Arnold.
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.
Hull, G. A., & Nelson, M. E. (2005). Locating the semiotic power of multimodality. Written Communication, 22(2), 224–261.
Mayer, R. E. (2009). Multimedia Learning (2nd ed.). New York: Cambridge University Press.
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Copyright (c) 2026 Zokirova Sohiba Mukhtoraliyevna
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