Abstract
Literacy researchers and educators assert that expanding the ELA curriculum to include visual and multimodal literacy is necessary to meet the demands of the twenty-first century. Researchers suggest that developing visual and multimodal literacies can be accomplished by teaching students to use a metalanguage of visual grammar. This gives students the tools they need to discuss and analyze visual and multimodal texts. This chapter considers how a metalanguage of visual grammar is developed in one high school English classroom during World War II literature unit that featured a number of multimodal texts. The authors explore 1) how wordless picturebooks can be used to scaffold students reading of multimodal texts, 2) how wordless picturebooks can be used to develop students' metalanguage of visual design, and 3) how students utilize their developing metalanguage when analyzing and discussing multimodal texts. Insights for classroom instruction are provided.
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