University students are often expected to interpret and produce multimodal texts during their studies. However, their multimodal literacy is rarely developed explicitly and students often lack the language and the knowledge to talk and write about multimodal experiences. Such expectations demand knowledge and skills to approach multimodal texts in…

While multimodal composing has been systematically explored, there is hardly any research on how undergraduates use video and audio effects to communicate meanings. Effects are important because they facilitate the semiotic sculpting of the source visual and aural elements, making accessible an extra layer of semiotic potential. The present study…

This article presents a pedagogical-visual process developed in a traditional frontal-format course with a multi-identity group of students set in a large lecture hall. It examines an assignment that required students to analyze a meaningful personal photograph and connate it culturally, while internalizing visual general patterns utilizing a…

This interpretive case study examines how undergraduate students enact visual literacies, focusing on transmediation from visual-embedded research papers into multimodal brochures, in an entry-level college writing course at a large research university in the U.S. Data sources included students' artifacts, interview transcripts, and field notes. A…

Instructional images are used widely in textbooks and other learning materials, but the role of learner interpretation has not been adequately explored. While previous research has demonstrated the diversity of interpretation derived from images by learners, this research has not consistently taken place in the context of authentic learning tasks.…