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 |  | In today’s world literacy means--in addition to interacting with print texts--recognizing how texts are produced and understanding how multimodal forms of representation convey meaning. This means that students engage with a variety of texts, both print and multimodal, as they learn. NCTE is taking the lead in defining how emergent technologies are used to teach language, literacies, and critical thinking skills as well as how ethical considerations can guide the use of various technologies. The research, policy statements and resources collected here demonstrate how multimodal literacy can be enacted and supported. By exploring the information here and becoming aware of the initiatives that contribute to the development of new approaches, you can learn more about how to extend the reach of multimodal literacy. |
Learn about the Issue
Frequently Asked Questions About Multi-Modal Literacy
| Find answers to questions about multi-modal literacy. |
Multi-Modal Literacy Key Terms
| A guide to the terminology surrounding new textual literacy. |
CCCC Position Statement on Teaching, Learning, and Assessing Writing in Digital Environments
| This statement comments upon the necessary elements for learning in a digital environment, and addresses the roles of educators and administrators in responding to new literacy. Includes helpful bibliographical links. |
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Policy Research
Research Based Policy Statements on Multi-Modal Literacy
| Here you will find policy statements based upon important research as well as citations of relevant research. |
Evolutionary Rather than Revolutionary Approaches to School Computer Use
| Research into why computers are unused, underused, or misused in schools shows that innovations cannot be implemented without regard to the internal social structure of schools as well as external pressures on schools. |
The Effect of Computers on Student Writing: A Meta-Analysis of Studies from 1992-2002.
| This study conducted by Amie Goldberg, Michael Russell, and Abigail Cook finds that word processing has had a positive effect on the quantity of student writing (more for middle and high school students), collaboration among students, engagement with writing, and the overall quality of writing. |
Bibliography of Relevant Research
| This list of texts includes work on multi-modal literacy and new technologies in the classroom. |
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Teacher Resources and Advocacy
Multimodal Literacies
| NCTE Guideline |
NCTE Publications on Multi-Modal Literacy
| Here you will find citations for articles that offer approaches to teaching multimodal literacy. |
Just Think
| Just Think, formed in 1995 in response to the ever-increasing messages youth receive from television, radio, film, print media, electronic games, and the Internet, provides resources for media literacy. One area of focus is innovative curricula for media arts and technology. The other is after-school programs that teach essential media literacy concepts and technology to youth. |
Teaching Strategies and Lesson Plans
| Examine the projects of educators and community advocates who have incorporated technology and new literacy into literacy instruction. |
21st Century Skills Map - ICT Literacy Map for English
| Similar to an English Language Arts Standards outline, this map (in pdf format) includes the essential elements in development of multi-modal literacy |
Finding Funding for Media Literacy
| If you are interested in incorporating new technologies into your multi-modal classroom, explore options for grants and other funding |
Contact Your Legislator
| You can make a difference with a simple e-mail, letter, or phone call. |
Questions? Ask NCTE
| Do you still have questions about this topic? E-mail your questions to NCTE's Squire Policy Research team. |
Stay Informed
| NCTE will keep you up-to-date on the latest news and research related to this topic when you sign up to receive Inbox News. |
Join NCTE!
| Become a member today! |
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