English Language Arts and Reading.8.8.F

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The student is expected to

analyze 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.

Share a multimodal text such as a slide presentation that includes features such as animations, transitions, images, and embedded video. As a class, list and analyze all the communication modes used in the slide presentation and what each adds to the text. Then, brainstorm other types of multimodal texts and the characteristics of each example.

Note:

Examples of multimodal texts include book trailers, brochures, comics, infographics, broadcasts, animation, tutorial guides, movies, and apps.
 

Further Explanation

For this assessment, students are expected to examine specific components of a text and make determinations about how particular components enhance the text. Students are expected to have a strong understanding of the particular attributes of text types, such as understanding that digital text is an electronic version of written text that can be accessed using various equipment including hand-held devices and computers. Students should know that a digital text might include features such as embedded video or images, hyperlinks, or the ability to interact with it.

Students are expected to examine specific components of a text and make determinations about how and/or why those components are used. Students should have a strong understanding of the attributes of a variety of text types. Students are expected to identify and explain the distinguishing characteristics of multimodal text such as the combination of more than one mode of communication within a single text. This could include a combination of print, sound, still images, or moving images.
Students should be able to examine specific components of a text and make determinations about how and/or why they are used. Students are expected to have a strong understanding of the specific attributes of text types including digital text. Digital text is an electronic version of written text that can be accessed using various equipment such as hand-held devices and computers. Digital text offers the flexibility to change or customize its delivery 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 the text.

Research

1. Pantaeo, S. (2015). Language, literacy and visual texts. English in Education, 49(2), 113–129. doi:10.1111/eie.12053 

Summary: This study examines the use of visual design and images on the student's comprehension, interpretation, analysis, and creation of the student's own images. This article is based on multimodality, specifically visual literacy. The teacher examines the student's response to visual elements of art and design and uses the text-based responses to the images. 

2. Anstey, M., & Bull, G. (2010). Helping teachers to explore multimodal texts. Curriculum Leadership Journal, 8(16). Retrieved from
http://www.curriculum.edu.au/leader/helping_teachers_to_explore_multimodal_texts,31522.html?%20issue%20ID=12141

Summary: This article is a summary of research centered on multimodal texts. The authors discuss how multimodal texts are commonly delivered and the six systems embedded in multimodal text. The article includes a discussion on how professional learning can be used to build the capacity of teachers.