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BREAKING BARRIERS: Multimodal & Media Literacy in the CfE

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Presentation on theme: "BREAKING BARRIERS: Multimodal & Media Literacy in the CfE"— Presentation transcript:

1 BREAKING BARRIERS: Multimodal & Media Literacy in the CfE
Rick Instrell 14 May 2011 AMES Conference

2 Curriculum Potential Space
4Rs (William Doll) Richness Recursion Relations Rigour Freedom 3 4 Post-modern curriculum (4Rs) (eg Drama, Art & Design) (CfE???) Integration Fragmentation Traditional subject-based curriculum (3Rs) (eg Media Studies) 1 2 (eg Mathematics, English) Control

3 But 3Rs approach is required to achieve 4Rs: need 3Rs+4Rs
3Rs cf 4Rs Narrowness Linearity Disconnection Uncritical Richness (depth, breadth) Recursion (spiral curriculum) Relations (t-l, l-l, relevance) Rigour (critical) But 3Rs approach is required to achieve 4Rs: need 3Rs+4Rs

4 Contexts for AMES position paper
CfE (+concerns over possible disappearance of Media Studies and Computing courses) Recent developments in Media Studies: Multimodality Social media International educational thinking: NLG on multiliteracies and need for cross-curricular metalanguage Henry Jenkins on participatory culture

5 Proposals Review of multimodal literacy across all curriculum areas (e.g. case studies: history, mathematics) Review of multimodal literacy across all assessment (e.g. authentic assessment, multimodal rather than monomodal assessment) Introduction of new NQs (e.g. Digital Media Production, Moving Image Arts, Digital Media Arts) Multimodal literacy development programme Good practice in Scotland and abroad Pilot project in schools, FE, TEI On-line CPD, teaching resources and assessment exemplars (Glow)

6 Review of Curriculum Areas
Need to engage and develop 21C pupils’ online competences Holistic analysis of CAs can reveal absences/ enrichments (key aspects of Media Studies useful here as they provide a holistic heuristic) Multimodality: all communication involves the orchestration of modes in rhetorical structures to construct meaning in cohesive and engaging texts Pedagogic practices: shift from teacher-direction to dialogic collaborative enquiry Assessment practices: holistic, authentic, multimodal

7 Response to David Buckingham 1
On participatory culture Agree that there is a participation divide and that the numbers actively developing politically/artistically challenging user-generated content is limited Agreed that Web2.0 is a business model with the user selling themselves to capitalism Consequently I would argue that new media NQs must: Teach learners how to produce crafted and challenging UGC Teach learners about the financing of internet resources and the ways in which old and new media interact in the WWW

8 Response to David Buckingham 2
On ten things that are wrong with multimodality: Agreed that neologisms are difficult (original texts by Kress and van Leeuwen can be a heavy read; try David Machin instead) Multibanality – obvious that media texts are multimodal – but it can remind analyst to attend to all aspects of a text (e.g. often in film analysis acting and audio are neglected); if it is banal so much the better because it should be easy to use its concepts to forge a cross-curricular metalanguage Multimodality considers the orchestration of modes but also considers the role of interpretation and intertextuality

9 Response to David Buckingham 3
From theory to evidence can be useful if moving from theory to dominant forms e.g. most film posters do have a top (ideal)- bottom (real) structure with reading path; even poor theory generates observations e.g. poster does not have top-bottom or left-right structure; so what is the structure? Even faulty theory can generate useful observations (cf. Karl Popper) Formalist approaches are useful in identifying principal rhetorical structures and devices in particular media Should the goal of intentional control of modes and modal interaction not be a goal for teacher/pupils? Surely this is needed to design and interatcively craft texts

10 Response to David Buckingham 4
Multimodal analysis is but one tool – it needs to be supplemented by political economy, social theory, cultural studies perspectives which are the basis of media studies Not empty gesture to audience; it tries to understand the social purpose of the communicator and how the attempt to affect an audience is implemented in modes/interactions See 7,8 Curriculum politics: we need a way of linking different disciplines if we are to encourage interdisciplinary work and escape from ‘silos’; multimodality/multibanality is the best tool for this!

11 Questions for Media QDT
Adjustment of key aspects e.g. add Sociocultural Context e.g. combine Language and Narrative into Rhetoric need to think about institutional professional production and audience-initiated prosumer production Adjustment of analysis unit content multimodality better model than Barthesian semiotics for media production and analysis learners will expect a media course to engage with social media and video games the key problem for media organisations is how to utilise social media and monetise content; so we need to consider how old and new media interact how do we ensure learners’ public sphere engagement? (that’s why non-fiction was included)

12 Questions for Media QDT
Adjustment of production unit content need to emphasise that simulated professional production is creativity within constraints (compliance, cost, time, health & safety, …) should there be a place for prosumer production and distribution? all professional media production is now multimedia and uses old and new media so should Media Production reflect this? especially as digital production can be so speedy and learners should have experienced production in P1-P7 and S1-S2 Adjustment of assessment division of Language and Narrative in course assessment unnatural (unify as Rhetoric?) single text for all questions in Media Analysis is not authentic assessing media production by written examination is not authentic

13 Dispositions of Digital Media Producers
Research by Sheridan & Rowsell (2010) identifies the following dispositions across digital media producers: Creativity (via active participative networks) Design (research, evaluation, remixing, convergence) Spin (how to rhetorically develop an idea – requires attention to form and arrangement) Multimodality (choosing and combining modes to implement the spin)

14 How do we encourage these?
Collaboration (pupil-pupil; teacher-pupil; teacher-teacher) cf. Doll’s richness, relations Interdisciplinarity (breaking subject boundaries) cf. richness, relations Trial and error (iterative non-linear nature of process) cf. recursion, rigour Production (open-ended production rather than closed reproduction) cf. richness, recursion, rigour

15 Implications AMES involved in SQA QDTs and SWGs
How does AMES advise SQA to construct courses and assessment practices which foster desirable dispositions and provide a more meaningful and motivating experience? How do we assist teachers at all levels to address multimodal & media literacy? What are the implications for your practice? What support mechanisms would help?

16 Bibliography AMES (2011) Breaking Barriers: Multimodal and Media Literacy in the Curriculum for Excellence. Accessed 14/05/2011 at Bearne, E. and Bazalgette, C. (eds.) (2010) Beyond Words: Developing Children’s Response to Multimodal Texts. Leicester: United Kingdom Literacy Association. Doll, W. (1993) A Post-Modern Perspective on Curriculum. New York: Teachers College Press,. Instrell, R. (2008) “Something Old, Something New, Something Excellent? – Part 1” in Media Education Journal, 43, Summer 2008, Instrell, R. (2010) “Something Old, Something New, Something Excellent? – Part 2” in Media Education Journal, 48, Winter 2010/2011, Instrell, R. (2011) “A Plain Language Guide to Multimodal Literacy” in Drinkwater. M. A. (ed.) Beyond Textual Literacy: Visual Literacy for Creative & Critical Inquiry. Oxford: Inter-Disciplinary Press. Jenkins, H. et al. (2006) Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. MacArthur Foundation. Accessed 01/01/2011 at Machin, D. (2007) Introduction to Multimodal Analysis. London: Hodder Arnold. New London Group (1996) “A Pedagogy of Multiliteracies: Designing Social Futures”. In Cope B. and Kalantzis M. (2000) Multiliteracies. London: Routledge. Also accessed 01/01/2011 at wwwstatic.kern.org/filer/blogWrite44ManilaWebsite/paul/articles/A_Pedagogy_of_Multiliteracies_Designing_Social_Futures.htm. Sheridan, M.P. and Rowsell , J. (2010) Design Literacies: Learning and Innovation in the Digital Age. London: Routledge.


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