Multi-Modal Text Collections

As more and more of our lives shift online, reading and writing are changing rapidly. Several studies have shown that the skills necessary to be literate in the 21st century have expanded from simply being able to read and write printed text to being able to consume and produce a variety of texts, from traditional print to digital technology (Serafini, 2012). As teachers, we need to become curators of a variety of content that allows students to not only access a wide variety of texts, but to be able to think critically about the content and draw connections between them. Enter multi-modal text sets.
​

What is a multi-modal text set?

Multi-modal text sets bring together traditional print books and magazines with online content such as video, images, graphic designs, text with hyperlinks, sound effects, music and more. Students interact with multi-modal text every day, through texting (emojis, anyone?), social media, Google, email and more. Students need to be taught skills and strategies for effectively, and critically, consuming this wide variety of text. Serafini (2012) proposes that we change "reader" to "reader-viewer" and view reader-viewers as navigators, interpreters, designers and interrogators of text.

• A navigator will not only decode the written text but also navigate the visual and design elements of a text, including non-linear elements such as hyperlinks.
• An interpreter will make sense of the written, visual and design elements of a text being navigated.
• A designer will make choices about how to actively construct meaning from all of the available elements of a text based upon their own personal interests, needs and experiences. In short, the reader-viewer is actively designing their experience with the text.
• An interrogator will question why each element of text has been presented when, where and how it has been. They will analyze the content to better understand the purpose of the various elements and how they connect to the overall meaning of the text.

Text sets to try

Combine wordless picture books with video and poetry or song lyrics for a powerful lesson about feelings. This text set addresses traditional reading literacy as well as video and musical/poetic literacy.

K - 4: The Way I Feel by Janan Cain

---

Gr 5 - 12: Song lyrics 
​Kill A Word - Eric Church

Click the image for a printable graphic from rewardcharts4kids.com

"Just Breathe" from wavecrest films on Vimeo.

Kids of all ages love Mo Willem's classic Knufflebunny! Share this simple book as a read-aloud, encouraging students to notice what is happening with Trixie as the story progresses. They will have to closely examine the pictures and the few words to make sense of this story. Then...
​
For younger students, combine it with with Janan Cain's picture book The Way I Feel and an Emoji feelings chart to help students begin to identify their emotions. Start by having them identify the emojis that best express Trixie's emotions in Knufflebunny (sticky notes with the emojis on them can be stuck to the corresponsing pages or students can be given pictures of Trixie's face to match to the emoji faces). Choose a consistent time each day (first thing in the morning, at circle time, after recess, etc) to have them do an "emoji check-in" - have them identify how they are feeling by pointing at one of the emojis (alternatively, number the emojis and have them give you a number or have them draw the emoji in their journal). Finally, share the video "Just Breathe" with them to introduce the idea of managing their emotions in positive ways.
Ways to share learning: ​Use the Imagistory app to have students narrate a wordless picture book, being sure to include lots of emotion! OR Have students use PicCollage for Kids to create their own personal emojis graphic to use during check in time.

For older students, combine the Knufflebunny read aloud with the video "Just Breathe" and an analysis of the lyrics to Eric Church's song "Kill A Word". After reading Knufflebunny and watching the video, have students identify ways in which we communicate emotion. You may want to consider a thinking routine such as The Explanation Game or Think-Puzzle-Explore to structure thinking around this topic. Next, have the students consider the lyrics to the song; what is this song about? What is the main idea? (a thinking routine that can be useful here is called Peel the Fruit). Finally, connect all three pieces of text by using the 4Cs thinking routine or having students consider the question "In what ways do we convey how we are feeling? Are some ways easier to understand than others? How can we be sure our message is being understood?"

Ways to Share Learning: Have students participate in a Socratic Seminar based on the questions posed in the connection stage. Document their thinking and post it to a class webpage or simply on the wall of the classroom as evidence of their learning.

References:

• Barton, Georgina & Trimble-Roles, Rebecca.  (2016). Supporting middle years students in creating multimodal texts with iPad apps. Literacy Learning: the Middle Years, 214(3) i-vii.
• Serafini, F. (2012) Reading multimodal texts in the 21st century. Research in Schools. 19(1), 26-32.