Multimodality of Learning Through Anchored Instruction

Abstract

Multimodality of learning results from the intertextual relationship between multimodal design and other meaning‐making modes. Meaning making is becoming more multimodal because language is continually reshaped by new forms of communication media. This article examines anchored instruction from a multimodal perspective. The first section includes an overview of the history of anchored instruction, a brief discussion of the concept of anchored instruction, and the seven guiding design principles for it. The second section concentrates on the concept of design, drawing upon Kress and Van Leeuwen's multimodal theory of communication and the work of the the New London Group as the concept of design relates to literacy learning. The third section includes a discussion of the Case Technologies to Enhance Literacy Learning (CTELL) Project, which offers students in literacy education courses the opportunity to engage in multimodal learning about effective literacy instruction through multimedia anchored cases delivered via the Internet. CTELL also incorporates the concept of design in how students construct meaning from the major modes of meaning making. The final sections discuss the implications of using CTELL materials with students and the possible impact of this project on education programs in the area of literacy education.