Picturing Writing: The Transduction of Meaning Through Multimodal Literacy

View Sample PDF

Author(s): Marilyn Buono-Magri (Hofstra University, USA)
Copyright: 2018
Pages: 16
Source title: Visual Imagery, Metadata, and Multimodal Literacies Across the Curriculum
Source Author(s)/Editor(s): Anita August (Sacred Heart University, USA)
DOI: 10.4018/978-1-5225-2808-1.ch014

Keywords: Education / Educational Technologies / Information Science Reference

Purchase

View Picturing Writing: The Transduction of Meaning Through Multimodal Literacy on the publisher's website for pricing and purchasing information.

Abstract

Whether an image is still or moving, created digitally or by hand, it has the capacity to communicate ideas and emotions that are often difficult for a student to actualize in their writing, especially in a culture where the image seems to have become more ubiquitous than text. Therefore, when the visual becomes a primary component of the composition class, students learn to literally and figuratively read and design their worlds and words in different ways. As Kress (2003) observes, “The world told is a different world to the world shown” (p. 1). The implications for the integration of a multimodal approach to college writing are rich with potential. Moreover, for the Millennial college writer who is thought to be underprepared, the less prescribed and more widely inclusive approach offered through multimodal social semiotic theories offers tangible, liberatory, and egalitarian ways through which the notion of deficit can be repudiated.

The IRMA Community

Research IRM

Picturing Writing: The Transduction of Meaning Through Multimodal Literacy

Purchase

Abstract

Related Content

IRMA Sponsors