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VELS level 3 – Multi-modal texts and literate language (Callow, Christie)

A multi-modal text is one in which a number of different modes,are integrated to form a composite ‘whole’. This includes words in headings and headlines, images, and the written texts. Students at this level can be introduced to the multi-modal text.

The emergence of multi-literacies can be seen as students engage in textual practices involving visual and verbal modes of communication. For example, in composing multi-modal texts, students have to decide which information to present in writing and which to present visually. 

They also have to make important choices about the comparative size, colour and script for the heading and sub-headings. Decisions also need to be made about the positioning of the different elements on the page.

Professional Learning

Report on Pygmy Possums

Download a transcript of John’s report on pygmy possums (Word - 34Kb). 

Questions

  • An important feature of John’ text is its multi-modal nature. List all the different elements that make up his text.
  • Why do you think John chose to place the large colour image in the centre of the poster? What impact does this choice of placement have on the viewer? Does it grab the reader’s attention?
  • Where do you look next?
  • Has John followed left to right, top to bottom reading directionality principles (from the central image) to guide his placement of the different elements?

Discussion

John’s information report is a multi-modal text. All the different elements that make up this text are:

  • headings
  • sub-headings
  • labelled colour photo
  • labelled diagram
  • series of connected photos
  • written text presented in discrete stages.

John’s information report is a good example of the emergence of multi-literacies as it clearly involved John in textual practices involving visual and verbal modes of communication.

For example, in composing this text, John had to decide which information to present in writing and which to present visually. Note that the “appearance” stage of the report is presented visually in a labelled diagram only. There is no written text accompanying it.

John also had to make important choices about the comparative size, colour and script for the heading and sub-headings. Important decisions were also made about the positioning of the different elements on the page.

Using the framework to analyse composition developed by Kress and van Leeuwen (1996) we can see that John chose a centre-margin composition. This means he placed a large, labelled colour photo of a possum in the centre of the page, divided the written text into several sub-sections and placed these and around it.

One of the advantages of this choice is that the central placement of the image, together with its size and colour, combine to make it salient. That is, it functions effectively to attract the attention of the reader (Callow, 1999). Learning how to use visual texts strategically in these ways is central to the development of multi-literacies.

Opinions may vary but John appeared to use at least some of the principles of ‘left to right directionality’ as well as ‘top to bottom directionality’ to guide his placement of the elements.

The central image is salient, and attracts our attention. We then tend to look either above to the “Introduction” or to the top right “Diet”. From “Diet” we tend to look below to “Movement” and so forth. If we read clockwise, the elements in the multi-modal text seem to be connected with the possible exception of the conclusion.

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