Abstract
The aim of this article is to discuss how a multimodal approach to meaning-making can contribute to language education and how multimodal meaning-making is supported in the Swedish curricula. Considering the rapid digitalization of contemporary communication, the aim and content of language education has been challenged. The article describes contemporary communication and meaning-making from a socio-semiotic, multimodal approach. Based on an example from a poetry assignment and students’ solutions in a Swedish as a first language framework, we want to discuss the possibilities and challenges for meaning-making and teaching, while opening up the subject of Swedish for multimodality. Two poems are viewed from a multimodal perspective showing the usage of different modes and media. Based on this the article investigates the support in the curricula for multimodal meaning-making. The article concludes by stressing the importance of recognizing multimodal meaning-making as learning in language education.
Highlights
IntroductionIntroduction and BackgroundCreating multimodal compositions has become an everyday practice due to the increased use of digital technology that enables the combining of resources and makes it easier than ever to make meaning using a wide range of modalities and media
Introduction and BackgroundCreating multimodal compositions has become an everyday practice due to the increased use of digital technology that enables the combining of resources and makes it easier than ever to make meaning using a wide range of modalities and media
In the analysis presented above, what is considered as contributing to the meaning-making in the poetic designs is broadened by the use of the multimodal social-semiotic approach
Summary
Introduction and BackgroundCreating multimodal compositions has become an everyday practice due to the increased use of digital technology that enables the combining of resources and makes it easier than ever to make meaning using a wide range of modalities and media. Today’s young people are keen users of these possibilities (e.g., Statens Medieråd, 2017), mostly in informal settings in which they read and create texts that are often a combination of writing, pictures, moving images, and sound, mediated through digital devices such as computers and mobile phones. Formal settings, such as schools, often cling to traditional ways of making meaning through written, paper-based texts (e.g., Kress, 2010). This article aims to discuss how a multimodal social-semiotic approach to meaning-making can contribute to language education. The analytical focus is informed by multimodal social-semiotic theory, and the research question concerns how meaning in poetic designs can be interpreted when using a multimodal socio-semiotic approach
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