Composing meaning through multiliteracies and multimodality with adolescent and adult learners

Authors

DOI:

https://doi.org/10.20360/langandlit29587

Keywords:

multimodality, multiliteracies, social semiotics, adult education, secondary school education

Abstract

The research from this ongoing nationally funded study explores multiliteracies and multimodality in secondary schools and adult education settings including a museum, dance studio, and French language learning centre. There are 30 participants to date in the study. Using constructivist grounded theory methodology, the study draws upon data from face-to-face interviews, observations, document analysis, and original film footage of learning spaces. Social semiotics theory is used in this paper to articulate how a range of modes (visual, linguistic, and gestural) affect teaching and learning. The findings suggest that multiliteracies and multimodality foster creativity and criticality, engage marginalized learners, and provide greater versatility in meaning-making practices.

Author Biographies

Dr. Susan M. Holloway, University of Windsor

Susan M. Holloway is an Associate Professor in the Faculty of Education at the University of Windsor. She is the Principal Investigator on a current SSHRC Insight grant, and her research interests include multiliteracies, multimodality, socio-cultural approaches to second language acquisition theory, content area literacy, adult education, critical and feminist theory.

Rasha Qaisi, University of Windsor

Rasha Qaisi is a PhD student in Educational Studies focusing on Social/Cultural/Political Contexts of Education. Rasha has been working on The Multiliteracies Project as a graduate research assistant for two years, and her research interests include multiliteracies, adult education, critical literacy, and social justice education.

Downloads

Published

2022-08-19

How to Cite

Holloway, S. ., & Qaisi, R. (2022). Composing meaning through multiliteracies and multimodality with adolescent and adult learners. Language and Literacy, 24(2), 85–106. https://doi.org/10.20360/langandlit29587

Issue

Vol. 24 No. 2 (2022): Regular Issue

Section

Articles

License

Authors who publish with this journal agree to the following terms:
    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
    2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
    3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).