Interpreting and Authoring Digital Multimedia Narratives
Edited By Len Unsworth and Angela Thomas
Chapter 5: Enabling Students to be Effective Multimodal Authors
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This chapter draws on the experiences arising out of a research project to develop students as effective 3D multimodal authors (Chandler, O’Brien, & Unsworth, 2009, 2010), referred to here as the 3D Multimodal Authoring Pedagogy (3DMAP) project1 involving 44 teachers and their classes. A set of lesson materials was prepared for these classes, and this chapter is based on my experience of developing those. The 3DMAP project involved particular software in particular classroom settings, and my intention in this chapter is to use that experience to inform the teaching of multimodal authoring more generally, which is important with the creation of multimodal texts now clearly featuring in the domain of literacy educators (e.g., ACARA, 2012). The following questions for discussion indicate some key issues taken up in the chapter:
1. What are some of the features of a classroom that embeds twenty-first-century understandings of literacy?
2. In what ways does knowledge of multimodal design elements help shape the pedagogy, curriculum, and assessment of multimodal authoring?
3. What is the nature of the relationship between teacher and student that is likely to best scaffold students as multimodal authors, and in what ways will this be evident in the teacher’s activity in the classroom?