(via Delores Carlito, University of Alabama at Birmingham)
I would like to put together a panel for ACRL 2019 on multimodal instruction. Topics can be:
– Literacies (visual, media, digital, audio, cultural, spatial, etc.)
– Threshold Concepts
– Social Semiotics
– How you teach students to search for or evaluate items other than “text”
– How you support multimodal composition instruction
– How you apply it to the framework
Multimodality was first taken up by composition studies, but library literature has started addressing it with the Framework and ACRL’s visual literacy standards. The New London Group (1996) highlighted the challenges students have when interacting with the digital world:
As designers of meaning, we are designers of social futures – workplace futures, public futures, and community futures. The article goes on to discuss six design elements in the meaning-making process: those of Linguistic Meaning, Visual Meaning, Audio Meaning, Gestural Meaning, Spatial Meaning, and Multimodal patterns of meaning that relate the first five modes of meaning to each other (p. 65).
They conclude that multimodal is “the most significant, as it relates all the other modes in quite remarkably dynamic relationships. For instance, mass media images relate the linguistic to the visual and to the gestural in intricately designed ways. Reading the mass media for its linguistic meanings alone is not enough” (p. 80). New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92. doi: 10.17763/haer.66.1.17370n67v22j160u.
If you are interested in being on a panel, please contact me at dcarlito@uab.edu. The proposals are due May 4, so please have a response to me by April 9 so we can collaborate on the proposal.
I look forward to hearing from you!