English Language Arts and Reading.3.9.F

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The student is expected to

recognize characteristics of multimodal and digital texts.

multiple genres TEKS talk image

Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

Task students with using their communication and writing skills as they interview a partner, write an article about them, and create a multimodal presentation to introduce their partner to the class.

Further Explanation

Students are expected to recognize the distinguishing characteristics of multimodal texts such as the combination of more than one mode of communication in a single text. Students should determine a combination of writing, sound, still images, or moving images within the presentation of their partner.

Students should have a clear idea of the specific attributes of a variety of genres including digital text. Digital text is an electronic version of written text that can be accessed using electronic methods such as hand-held devices and computers. By its very nature, digital text is often easier to change or customize in response to the needs of diverse learners. Digital text might include features such as embedded video or images, hyperlinks, or the ability to interact with it.
Students should identify and explain the distinguishing characteristics of multimodal texts such as the combination of more than one mode of communication in a single text. This may include a combination of writing, sound, still images, or moving images. Multimodal text can be presented in various ways, from paper with print and graphics to interactive displays that rely on sound and other sensory stimuli that accompany an author’s message.

Research

1. Wiseman, A. M., Pendleton, M., & Christiansen, C. (2017). A case study of struggle and success: profiling a third grader's reading and writing in a multimodal curriculum. Journal of Language and Literacy Education, 13(1), 55–69. Accessed online at https://eric.ed.gov/?q=multimodal&ft=on&id=EJ1141487

Summary: This case study incorporates multimodal literacy practices—including photography, drama, and art—to teach reading and writing.  The analysis reveals the significance of multimodal video data analysis as a way of understanding the complexity of literacy practices in the classroom.

2. Jennings, K. A., Rule, A. C., & Vander Zanden, S. M. (2014). Fifth graders' enjoyment, interest, and comprehension of graphic novels compared to heavily-illustrated and traditional novels. International Electronic Journal of Elementary Education, 6(2), 257–274. Accessed online at https://eric.ed.gov/?q=graphic+novels&ft=on&id=EJ1053749

Summary: Researchers explore the effectiveness of graphic novels as a way to address student interests and include visual media in the curriculum. Graphic novels were identified as one way to successfully bring multimodal texts in the classroom. The study concludes that reading graphic novels increased student discussion and story comprehension. The heavily illustrated novel scored higher in the study assessment than the traditional novel.

3. Kaman, S., & Ertem, I. S. (2018). The effect of digital Texts on primary students' comprehension, fluency, and attitude. Eurasian Journal of Educational Research,76, 147–164. doi:10.14689/ejer.2018.76.8

Summary: In a study conducted on 75 5th grade students, researchers looked at the impact of digital texts versus traditional texts. The study found that student fluency and comprehension increased, although the latter only held true for a short period.