Multi-modal literacy: Best practices for comprehension instruction

Research output: Book chapter/Published conference paperChapter in textbook/reference book

Abstract

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.
Original languageEnglish
Title of host publicationComprehension instruction
Subtitle of host publicationResearch-based best practices
EditorsSherri Paris, Kathy Headley
PublisherGuilford Press
Chapter21
Pages293-310
Number of pages18
VolumeUnited States
Edition3rd
ISBN (Print)9781462520787, 9781462520794
Publication statusPublished - 2015

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    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.