bullet">Understand the concept of multimodal literacies

Analyze how meaning is constructed across different modes

Create a digital story using multiple modes (text, image, audio)

Reflect critically on their own meaning-making process

Standards Alignment (example)

Communication skills (writing, speaking, viewing)
Digital literacy and media creation
Critical thinking and analysis

MODULE UPDATES (Two-Sided Format)

Update 1: What is Multimodal Literacy?

Learner Side (Left):

Watch this short introduction video on multimodal texts:

👉 https://www.youtube.com/watch?v=example

Look at a social media post (Instagram, TikTok, etc.).

What modes (text, image, sound) are used?
Which mode is most powerful?

💬 Comment Prompt:

Describe a post you’ve seen and explain how different modes worked together to create meaning.

Teacher Side (Right):

This activity introduces Situated Practice by connecting learning to real-world texts. Encourage students to draw from familiar platforms to build engagement.

Update 2: Modes of Meaning

Learner Side:

Explore these modes:

Linguistic (words)
Visual (images)
Audio (sound/music)
Spatial (layout)
Gestural (body language)

💬 Comment Prompt:

Which mode do you think is most effective for communication? Why?

Teacher Side:

Introduce key terminology from multimodal theory (Kress, 2010). This is Overt Instruction, helping students build metalanguage.

Update 3: Analyzing a Multimodal Text

Learner Side:

Watch a short advertisement:

👉 https://www.youtube.com/watch?v=example

💬 Comment Prompt:

How do sound, visuals, and words work together? Which mode influences you the most?

Teacher Side:

Supports Critical Framing. Guide students to analyze persuasion and audience impact.

Update 4: From Text to Image

Learner Side:

Read a short paragraph provided by your teacher.

Now draw or design an image representing it.

💬 Comment Prompt:

What was difficult about turning words into images?

Teacher Side:

Demonstrates synaesthesia—shifting meaning across modes. Encourages deeper comprehension.

Update 5: Planning a Digital Story

Learner Side:

Choose a topic (e.g., climate change, personal story, school issue).

Create a storyboard with:

Script (text)
Images
Audio ideas

💬 Comment Prompt:

Share your idea and get feedback from classmates.

Teacher Side:

Encourages Transformed Practice. Students begin producing their own multimodal texts.

Update 6: Creating the Digital Story

Learner Side:

Use tools like:

Canva
PowerPoint
CapCut

Include:

Images
Voice narration
Background music

💬 Comment Prompt:

What challenges did you face while combining modes?

Teacher Side:

Focus on production skills. Provide technical scaffolding and support.

Update 7: Sharing and Feedback

Learner Side:

Watch 2 classmates’ digital stories.

💬 Comment Prompt:

Give feedback:

What worked well?
What could improve?

Teacher Side:

Peer interaction builds collaborative learning and reflection.

Update 8: Reflection

Learner Side:

Write a reflection:

What did you learn about multimodal communication?
Which mode was most effective for you?

💬 Comment Prompt:

How will you use multimodal skills in the future?

Teacher Side:

Encourages metacognition and consolidation of learning.

Peer-Reviewed Project

Task: Digital Story Project

Create a 2–3 minute digital story using at least 3 modes (text, image, audio).

Peer Review Rubric

Criteria	Excellent (5)	Good (3)	Needs Improvement (1)
Content	Clear, engaging message	Mostly clear	Unclear
Multimodality	Modes integrated effectively	Some integration	Limited use
Creativity	Highly original	Some originality	Minimal creativity
Technical Quality	Smooth and polished	Minor issues	Many issues

Knowledge Survey

Before starting, answer:

I understand what multimodal literacy means (Yes/No/Unsure)
I can analyze images and media (Yes/No/Unsure)
I have created digital content before (Yes/No/Unsure)

After completing:

I can confidently create multimodal texts
I understand how modes shape meaning

Pedagogical Coherence

This module follows the Learning by Design cycle:

Situated Practice (real-world media)
Overt Instruction (explicit teaching of modes)
Critical Framing (analysis of texts)
Transformed Practice (student creation)

Conclusion

This learning module demonstrates how multimodal literacies can be translated into classroom practice through digital storytelling. By engaging students in analyzing and producing multimodal texts, the module supports deeper learning, creativity, and critical thinking.

Learning Module: Exploring Multimodal Literacies Through Digital Storytelling