Multimodal Literacies: Multiliteracies and Critical Media Literacies
Semi-Formal (don’t worry about formatting, structure: just ‘write well’).
For this production there are two parts. The first part asks you to reflect on the reading (Multimodal Analysis for Critical Thinking) and the video by Allan Luke on Critical Literacies. The second part asks you to ‘do’ multimodal critical analysis.
Part 1 (250 words max, not including the passage): Return to the text or the video, select a key ‘stand-alone’ passage from the ‘text’ (something significant, and thematically central to this week’s discussion as a whole). Explain and unpack the passage, in your own words, and then further explore why the passage was meaningful for you (from a theoretical standpoint and/or the practical standpoint of education or everyday lived experience). Tip: Ensure the passage you select is rich, with some gravity to it. Note that Luke and the Article are NOT always in agreement about the way they frame ideas and practices.
Part 2: (300 words + screen shots or photos): Using Luke and the article as inspiration, go online – or take a long walk with your iPhone – and engage some kind of multimodal ‘text’ in the world (can be anything from advertising media, video work, an old textbook to a website/page(s), e.g., ‘news’, ‘organization’, ‘advocacy’, ‘education’ or commercial site) or social media post/thread*) and critically analyze and unpack how the ‘text’ works to communicate ideas, argue or persuade (logos) — and/or make you ‘feel’ (pathos) — using the analytical models from the reading, video and/or slide deck. Consider, too, if and how the text attempts to establish its authority** or credibility (ethos) (if applicable). Tip: Select a rich/complex multimodal artefact/text to work with.
Consider (when applicable).
- text genre**; symbols, and (visual) metaphors; use of connotation or allusion, use of conventions/cliches, multimodal forms —everything from font to image to layout to sound to who and what is represented (in what ways).
- multimodal and semiotic ensembles (combinations and ‘braiding’ of modes; juxtaposition techniques or layering of different images to create meaning;
- implicit ideological messaging or values or preferred (e.g., in an old history textbook) or any way the text works to privilege certain ways of understanding or enlisting reading consensus (at the expense of others).
Have fun analyzing! Ensure you include one or two screen shots or photos that ‘show’ the text you are analyzing.
* e.g., a twitter thread where individuals are using multimodal forms (memes, text, images, etc etc) to argue or make a point.