Usually, when I ask English teachers to discuss the ways in which they address multimodal literacy in their classrooms, I hear about a range of activities that serves as technology-driven eye candy for student engagement. These activities are great ways to engage students initially, but they do little to create formative experiences that allow for learner growth. Equally, what I don’t hear is that multimodal literacy is, really, every-thing. It is silent and spoken, it is textual and oral, it is technology and analogue, and it is reading but also listening. It is drama, art, visual representation.
|Title of host publication||Comprehension instruction|
|Subtitle of host publication||Research-based best practices|
|Editors||Sherri Paris, Kathy Headley|
|Number of pages||18|
|ISBN (Print)||9781462520787, 9781462520794|
|Publication status||Published - 2015|
Lamping, S. (2015). Multi-modal literacy: Best practices for comprehension instruction. In S. Paris, & K. Headley (Eds.), Comprehension instruction: Research-based best practices (3rd ed., Vol. United States, pp. 293-310). Guilford Press.