There are a variety of digital tools that can be used to access information, and to create multimodal digital texts. The following are some of the tools that I would like to see further integrated into my futuristic multiliteracies practice.
Mobile Phones/Texting
While text messaging is was once mono-modal (before the incorporation of photos, videos, and images afforded by smart phones), it is has been, and continues to be a tool that is used multiple times a day by students, and is one of society’s main forms of communication. Texting falls under the umbrella of mobile learning, a key aspect to
futuristic multiliteracies practice, as mobile phones are becoming a tool that most people have 1:1 access to in the 21st century. Through short message service (text) messages, students need to be creative, and like twitter, summarize their information into short concise messages (Buckingham, 2009). It works as an easy tool for students who do not have the technical skill in other modalities, as it is a simple digital tool that requires only text. Like most digital tools, when integrated correctly, text messages have the ability to motivate students, and engage them in social practice. |
Cameras/Photos
QR Codes |
Multiliteracies pedagogy changes the way that we see literacy. It’s said that “a picture is worth a thousand words” however, in ‘old’ literacy practice, a picture was valued less through mode determinism, where text was given greater value. In future literacies practice, photos are put at par with all modalities, and should be integrated and used with multiple modes in order to create a future literacy project. Siegel (2006) suggest that “when teachers immerse children in a curriculum that values multiple sign systems, children’s prior knowledge and experience as sign makers become resources for “Multiplying meanings (Lemke, 1993)” ( p. 71). QR or ‘quick response’ codes are a newer mobile technology that allows people to communicate through scanning a codes that deliver them information. They are often used to direct people to a website without having to type in the address. They can be used far more than that. Recently QR codes have been used by teachers for assessment. They can be used to conduct surveys, comment, interact through peer’s websites, and for formative assessment with immediate results
|
ipads
|
Ipads have the unique mobile ability to bring digital learning everywhere. Through the incorporation if ipads in the classroom, students have access to information, and digital text creation at their fingertips. This interactive technology engages students through the use of multimodal literacy, through games, applications, videos, and texts. It allows students to research, take photos, make videos and music, and mold those modes to create digital stories. This technology has inventively changed that way that students learn.
Not only have the ipads given students different ways to create and design multimodal texts, but they have also given students ways to share their work with peers, and with the online global community. Ipads have also revolutionized education by making projects, and learning more efficient, “this gadget provided the teachers… with opportunities to transition from long-term projects which incorporated software-specific projects with a steep learning curve to smaller scales, apt-based learning tasks. “ (Vu, McIntyre, & Cepero, 2014). Students are able to build on their learning, and engage in the creative process through the use of ipads, making ongoing formative assessment easier for teachers. |