ERIC Number: EJ991525
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1085-5300
EISSN: N/A
Reading Multimodal Texts in the 21st Century
Serafini, Frank
Research in the Schools, v19 n1 p26-32 Spr 2012
As the world told becomes the world shown, the texts of the 21st century will require teachers to adopt new skills, strategies, and pedagogical frameworks to support students' transactions with multimodal texts. This shift from a focus on monomodal, print-based texts to a focus on the skills necessary for producing and consuming multimodal texts requires readers to navigate, design, interpret, and analyze texts in more complex and interactive ways. As the texts readers encounter grow in complexity, shifting from monomodal structures to multimodal ensembles, and are distributed in digital forms in addition to traditional print-based texts, the requisite skills readers draw upon will need to expand to handle the demands of these new texts and experiences.
Descriptors: Reading Processes, Multimedia Materials, Multiple Literacies, Influence of Technology, Role Perception, Postmodernism, Cartoons, Models, Text Structure, Reading, Readability, Interpretive Skills, Design Preferences, Content Analysis
Mid-South Educational Research Association (MSERA). Web site: http://www.msera.org/rits.htm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A