Multi-modal opportunities with digital tools: the example of narrated photographs

Tools

Crook, K.M. and Crook, Charles (2016) Multi-modal opportunities with digital tools: the example of narrated photographs. In: Handbook on digital learning for K-12 schools. Springer Science+Business Media, New York, pp. 13-29. ISBN 9783319338064

Full text not available from this repository.

Abstract

This paper explores recent encouragement to cultivate in students a sensitivity towards the ‘multi-modal’ nature of human communication. We consider what this means for educational practice and, in particular, how such an imperative might be addressed with digital tools. In discussing these issues, a neglected format for multimodal digital expression will be introduced: namely, narrated images or ‘sound photos’. Observations on multimodal expression are then offered as they were prompted from an intervention requiring students to create such artefacts with digital tools. Taken together, these observations highlight both the potential of extending multi-modality more firmly into the curriculum but also the challenges that can arise from doing so.

The paper starts with an outline of what is entailed in the concept of ‘multi-modality’. It then considers how digital tools relate to this notion, and the format of a narrated photograph is introduced. A practical exercise within the realm of mobile learning is described and its implications for addressing issues of visual literacy and oracy are discussed.

Item Type: Book Section
RIS ID: https://nottingham-repository.worktribe.com/output/824181
Keywords: creation, multimodal opportunities, digital tools, multimodal communication, narrated photos, multimodal digital expression, curriculum, mobile phones, lens, educational practice, digital tools, student awareness
Schools/Departments: University of Nottingham, UK > Faculty of Social Sciences > School of Education
Depositing User: Eprints, Support
Date Deposited: 10 Jan 2017 10:19
Last Modified: 04 May 2020 18:17
URI: https://eprints.nottingham.ac.uk/id/eprint/39727

Actions (Archive Staff Only)

Edit View Edit View