Multimodal Literacies: Communication in Digital Media Era
Explore diverse modes of meaning-making in the digital age, expanding traditional literacy to encompass multimodal texts.
Explore diverse modes of meaning-making in the digital age, expanding traditional literacy to encompass multimodal texts.
This course expands the scope of literacy learning beyond traditional written text to encompass contemporary multimodal texts and diverse ways of making meaning in different social and cultural contexts. It covers a wide range of topics including multimodal meaning and synesthesia, reading and writing processes, visual meanings, spatial, tactile, and gestural meanings, audio and oral meanings, and the use of literacies for thinking and learning. The course also addresses learner differences, differentiated instruction, and assessment strategies in multimodal literacy education. Designed for educators, aspiring teachers, and those interested in literacy pedagogy, this course provides a comprehensive exploration of communication and learning in the era of digital media.
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What you'll learn
Understand the concept of multimodal literacies and their relevance in the digital age
Analyze different modes of meaning-making including visual, spatial, tactile, gestural, and audio
Explore the interconnections between traditional literacy (reading and writing) and newer forms of communication
Apply multimodal literacy concepts to enhance thinking and learning processes
Develop strategies for addressing learner differences in multimodal literacy education
Evaluate and design assessment strategies for multimodal literacy learning
Skills you'll gain
This course includes:
5.1 Hours PreRecorded video
1 quiz,11 peer reviews
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FullTime access
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There are 4 modules in this course
This course provides a comprehensive exploration of multimodal literacies in the context of digital media. It covers a wide range of topics including multimodal meaning-making, traditional and contemporary approaches to reading and writing, visual literacy, spatial and gestural communication, audio and oral meanings, and the application of literacies in academic contexts. The course also addresses the challenges of learner differences and explores various assessment strategies for multimodal literacy education. Participants will gain insights into how digital tools have expanded our communication capabilities and learn how to integrate these expanded literacies into educational practices. The course emphasizes practical applications and encourages participants to reflect on and redesign their own teaching practices to incorporate multimodal approaches.
Course Orientation + Multimodal Meaning and Synesthesia
Module 1 · 4 Hours to complete
Making Meaning by Reading + Making Meaning by Writing + Making Visual Meaning
Module 2 · 6 Hours to complete
Making Spatial, Tactile, and Gestural Meanings + Making Audio and Oral Meanings + Literacies to Think and to Learn
Module 3 · 6 Hours to complete
Literacies and Learner Differences + Literacies Standards and Assessment
Module 4 · 8 Hours to complete
Fee Structure
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Instructors
Professor in Educational Policy Studies at the University of Illinois Urbana-Champaign
Dr. Bill Cope is a Professor in the Department of Educational Policy Studies at the University of Illinois Urbana-Champaign. He serves as the Principal Investigator on several significant projects funded by the Institute of Educational Sciences within the U.S. Department of Education and the Bill and Melinda Gates Foundation, focusing on the research and development of educational technologies. From 2010 to 2013, he held the position of Chair of the Journals Publication Committee for the American Educational Research Association. His recent publications include The Future of the Academic Journal (co-edited with Angus Phillips, Chandos, Oxford, 2009/2nd edition 2014) and Towards a Semantic Web: Connecting Knowledge in Academic Research (co-authored with Mary Kalantzis and Michael Magee, Woodhead, Cambridge, 2010). Dr. Cope holds one patent and has two pending patents in e-learning and web publishing. Alongside Mary Kalantzis, he co-authored New Learning: Elements of a Science of Education (Cambridge University Press, 2008/2nd edition 2012) and Literacies (Cambridge University Press, 2012), and co-edited Ubiquitous Learning (University of Illinois Press, 2009). For more information about his work, visit his research website at newlearningonline.com.
Professor in Education Policy at the University of Illinois Urbana-Champaign
Dr. Mary Kalantzis is a Professor in the Department of Education Policy, Organization, and Leadership at the University of Illinois Urbana-Champaign. She served as Dean of the College of Education from 2006 to 2016 and previously held the position of Dean of the Faculty of Education, Language and Community Services at RMIT University in Melbourne, Australia. Dr. Kalantzis has also been President of the Australian Council of Deans of Education and has contributed to various educational organizations, including serving as a Commissioner for the Australian Human Rights and Equal Opportunity Commission. Alongside Bill Cope, she has co-authored or co-edited several influential books, including New Learning: Elements of a Science of Education (Cambridge University Press, 2008; 2nd edition, 2012), Literacies (Cambridge University Press, 2012; 2nd edition, 2016), and A Pedagogy of Multiliteracies (Palgrave, 2016). Her work focuses on advancing educational practices through innovative approaches to literacy and learning in diverse contexts. For more information about her research and contributions, visit her profile at newlearningonline.com.
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4.8 course rating
162 ratings
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