English Language Arts and Reading.4.9.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.

A teacher may wish to pair SE 4.9.A with SE 4.9.F and assess both SEs at the same time. With SE 4.9.A, students demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales. Place students in small groups and task them with writing a folktale. Assign each group a different mode of delivery. Examples might include creating an audio recording of students reading the folktale, a live theatrical performance, a song, an electronic document using hyperlinks and features of the software, or a video recording depicting the folktale. As groups share their folktales with the class, ask them to identify the genre-specific characteristics that are present in the folktale. Then, have students discuss the different types of modalities used to present folktales.

 

Further Explanation

Students should be able to identify and explain the distinguishing characteristics of multimodal texts such as the combination of writing, sound, still images, and moving images within the presentation of a folktale. Be sure to point out how groups used more than one mode of delivery. It may be helpful to create a class anchor chart listing each modality and the characteristics that define the modality.

 

 

Students are expected to have a clear idea of the particular attributes of a variety of text types. For example, 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 to a live theatrical or dance performance.
Students are expected to have a clear idea of the particular attributes of digital text. Digital text is an electronic version of written text that can be accessed using various equipment such as hand-held devices or 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.

Research

1. Yamac, A., & Ulusoy, M. (2017). The effect of digital storytelling in improving third graders' writing skills. International Electronic Journal of Elementary Education. [S.l.], 9(1), 59–86.Retrieved from https://iejee.com/index.php/IEJEE/article/view/145

Summary: Researchers investigated the effects of digital storytelling in improving the writing skills of third grade students in rural primary schools. Students' writing performance was measured before and after the teaching. Results of this digital storytelling process showed learners' progress in word choice, fluency, and writing quality; students also showed improved interactions and increased motivation to write. Researchers determined that the opportunity for digital storytelling allowed  students to create meaning through multimodal texts, comprehend the nature of multiform texts, and develop their technology, information, and visual literacies.

2. Batson, J. (2014). Postmodernity and oral language learning. Practically Primary, 19(1), 39+. Retrieved from https://link.galegroup.com/apps/doc/A361713108/PROF?u=tea&sid=PROF&xid=0dc50066

Summary: The article argues for the increasing need for schools to support conversational skills in the digital age and provides ways to build opportunities for social communication in the classroom.

3. Tainsh, N. (2014). Going south with Sophie Scott: A journey into oral language. Practically Primary, 19(1), 31+. Retrieved from https://link.galegroup.com/apps/doc/A361713105/PROF?u=tea&sid=PROF&xid=ebafcfb7

Summary: The author examines the value of students' classroom discussion for oral language development. As a collaborative activity, students were required to adapt an assigned story into a multimodal format, which encouraged a "wide range of immediate, complex, and unplanned oral language" discussions as students had to "express views, justify ideas, negotiate, evaluate and collaborate to produce their planned oral scripts."

4. Larson, L. C. (2010). Digital readers: The next chapter in e-book reading and response. The Reading Teacher, 64(1), 15+. Retrieved from https://link.galegroup.com/apps/doc/A237732988/PROF?u=tea&sid=PROF&xid=fe8547d6

Summary: This is a classroom study, with the results focused upon two second grade students' response to an ebook recommended for grades 2–4. The study examined five categories of response, including understanding based upon retelling, character identification, questioning, answering, and response to the text. The study considers the benefits of reading a digital text over standard texts, considers implications for the classroom, and guidance to teachers in the use of digital texts.