Multimodality: an

introduction
New ways of reading, new ways of writing

‘literacy teaching and learning needs to change

because the world is changing’
Cope and Kalantzis. 2000: 41
Why multimodality matters
• The future of reading and writing are closely interwoven
with the future of digital technologies.

• Children already know much about multimodal texts

from their home experiences. As teachers it is our
responsibility to build on these experiences and the
children’s knowledge of multimodality in the classroom.
This means we need to recognise the relationships
between different modes: text and image, sound and
gesture and use this in our teaching.

• Supporting children with reading, analyzing and using

modes will enable them to develop literacy skills for
today and the future.
Multimodality
Multimodality involves the complex
interweaving of word, image, gesture and
movement, and sound, including speech.
These can be combined in different ways and
presented through a range of media.

Bearne, E. And Wolstencroft, H. 2007

Multimodality
Mode – signs: sound, graphic material, print
Media – the manner of dissemination

A traffic sign as the medium

of communication and the red
border and the image inside
it as the mode.
Kress, G.1997
Medium of communication
• The computer: internet information and
software presentations

• Paper-based texts: picture books, magazines,

novels, information books

• Sound and visual media: radio, television,

videos, CDs and DVDs
Modes of communication
• Writing or print, including typographical
elements of font type, size and shape

• Images: moving and still, diagrammatic or

representational

• Sound: spoken words and music

• Gesture and movement

 Multimodal texts
• A text may be defined as multimodal when it
combines two or more semiotic systems.
There are five semiotic systems in total:
• Linguistic: comprising aspects such as
vocabulary, generic structure and the
grammar of oral and written language
• Visual: comprising aspects such as colour,
vectors and viewpoint in still and moving
images
 Multimodal texts
• Audio: comprising aspects such as volume,
pitch and rhythm of music and sound effects
• Gestural: comprising aspects such as
movement, speed and stillness in facial
expression and body language
• Spatial: comprising aspects such as proximity,
direction, position of layout and organization
of objects in space.
 Examples of multimodal texts are:
• a picture book, in which the textual and visual
elements are arranged on individual pages
that contribute to an overall set of bound
pages
• a webpage, in which elements such as sound
effects, oral language, written language, music
and still or moving images are combined
• a live ballet performance, in which gesture,
music, and space are the main elements.
Key texts today
❑ Story books ❑ Poetry
❑ Picture books ❑ Songs
❑ Non-fiction books ❑ Paintings/ drawings
❑ Pop-up and lift the flap ❑ Texting
books (non linear) ❑ Animated films
❑ Web pages and web ❑ Live acted films
logs ❑ Computer games
❑ Blogs ❑ Console games
❑ Advertisements ❑ Game manuals
❑ Newspapers ❑ Logos
❑ Magazines ❑ Card collections
❑ Comics
Key texts today, a reflection
• Can you think of any other texts
commonly used today?
• Consider ways in which you have seen
people using these texts.
• How many of these texts do you
currently use at home? at school? for
leisure?
Multimodal texts can be paper based

The texts are made up on a

combination of words, images and
design layout. They use multimodal
approaches to get their message
across.

Taken from Satoshi Kitamura’s Stone Age Boy.

• What can you say about this multimodal
paper-based text?
• Would it have a difference if it purely contains
text and vice versa?
• How does this paper-based multimodal help
create its intended impact?
What modes are
used?
Consider how each
mode conveys
meaning.

How does the

design add to the
meaning?
What message does it convey?

How does each mode help convey

the message?
• Message? • Mode & Medium?
• Purpose? • Target audience?
• What information is
contained in the
images?
• What information is
contained in the text?
• How does design
support
understanding and
add to meaning?
• How do the typeface,
colour, font size and
variety add to the
information?
• Message?
• Purpose?
• How does design
support
understanding and
add to meaning?
• How do the
typeface, colour,
font size and
variety add to the
information?
Evaluate the
effectivity of this anti-
hunger campaign
poster in terms of:

1.Message
2.Purpose
3.Modes
Evaluate the effectivity of this anti-hunger
campaign poster in terms of:
1.Message 2. Purpose 3. Modes
 Power of Shapes and Colors
• Squares and Rectangles
• Default shape
• Equality & conformity
• Familiarity, stability & trust

• Boring & plain

 Power of Shapes and Colors
• Circles
• Completeness
• Movement
• Femininity – love, energy, power
• Infiniteness & harmony
• time
 Power of Shapes and Colors
• Triangles
• Power, stability, energy
• Conflict, tension, nervousness
• Motion
• Masculinity - strength

• Represents religious undertones – Body-Mind-

Spirit, father-Son-Holy Ghost, Past-Present-
Future
 Power of Shapes and Colors
• Crosses
• Health, Hope, balance
• Strength (vertical)
• Peace(Horizontal)
 Power of Shapes and Colors
• Spiral
• Creativity, free-flow
• Growth, life, transformation
• Mysticism, religion
 Power of Shapes and Colors
• Curves
• Movement, pleasure, generosity
• Softness as contrast with lines that suggest
hardness
 Power of Shapes and Colors
• Red: Passion, Love, Anger
• Orange: Energy, Happiness, Vitality
• Yellow: Happiness, Hope, Deceit
• Green: New Beginnings, Abundance,
Nature
• Blue: Calm, Responsible, Sadness
• Purple: Creativity, Royalty, Wealth
 Power of Shapes and Colors
• Black: Mystery, Elegance, Evil
• Gray: Moody, Conservative, Formality
• White: Purity, Cleanliness, Virtue
• Brown: Nature, Wholesomeness,
Dependability
• Tan or Beige: Conservative, Piety, Dull
• Cream or Ivory: Calm, Elegant, Purity
Watch these ads
Watch these ads
Watch these ads
Watch these adverts, reflection

• How are the modes of communication used in

each of the adverts?
• Compare and contrast them.
• How have they changed over time?
Bibliography
• Bearne, E., and Wolstencroft, H. (2007) Visual Approaches to
Teaching Writing Multimodal Literacy 5-11. London: Paul Chapman
Publishing.
• Bhojwani, P., Lord, B., and Wilkes, C. (2009) 'I know what to write
now' Engaging Boys (and Girls) through a Multimodal Approach.
Leicester: UKLA.
• United Kingdom Literacy Association/Qualifications and Assessment
Authority (2004) More than Words 1: More than Words: multimodal
texts in the classroom. London: QCA. This can be accessed on:
http://www.qca.org.uk
• United Kingdom Literacy Association/Qualifications and Assessment
Authority (2005) More than Words 2: Creating stories on page and
screen. London: QCA. This can be accessed on:
http://www.qca.org.uk