ql-align-justify">One example of curriculum resources where teachers engage learners in meaning-making texts that move between images and writing can be seen in science modules, laboratory manuals, and interactive digital presentations used in modern classrooms. In science education, students rarely learn through text alone. They often read explanations, look at diagrams, watch demonstrations, and then write their own observations or conclusions. These activities show how learning becomes more effective when students move between images and writing. For example, in a biology lesson about the human digestive system, students may first look at a labeled diagram, then read a short explanation, and finally write a summary in their own words. Some teachers also ask students to draw the organs and describe their functions. In this situation, students are not only reading or writing, but also interpreting visuals and turning them into written ideas.

Another example can be found in laboratory activities. In many science classrooms, students follow written procedures, observe what happens during the experiment, and record their results in tables, charts, or drawings. After that, they write a conclusion explaining what they learned. This movement between observing, drawing, and writing shows the process of meaning-making using different modes. Digital learning resources also support this kind of learning. Teachers may use slides, animations, or educational videos, then ask students to write reflections or answer guide questions. These activities allow students to understand the lesson in more than one way.

These experiences highlight the power of synaesthesia, which means shifting from one mode of communication to another. When students change information from images to writing, or from writing to diagrams, they process the meaning more deeply. For example, when a student turns a diagram into a written explanation, they must think carefully about what each part means. This helps them understand the concept better than just copying the text. This also shows the importance of integrated, multimodal learning. Traditional learning often focuses only on reading and writing, but modern classrooms use images, symbols, actions, and technology together. For science education, this is very important because many scientific ideas are easier to understand when students can see, draw, and explain them at the same time. Multimodal learning helps students become more active, creative, and confident in making meaning from different kinds of texts.

References:

Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Kress on multimodality in the science classroom. New Learning Online. https://newlearningonline.com/literacies/chapter-12/kress-on-multimodality-in-the-science-classroom
Yeo, J., & Nielsen, W. (2020). Multimodal science teaching and learning. Learning: Research and Practice, 6(1), 1–4. https://doi.org/10.1080/23735082.2020.1752043

Multimodal Learning Through Images and Writing