Multimodal literacy: Best practices for comprehension instruction

Sally Lamping

    Research output: Book chapter/Published conference paperChapter in textbook/reference bookpeer-review

    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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