MODULE 5 COMMUNICATION AIDS AND STRATEGIES USING TOOLS OF TECHNOLOGY This portion leads you to convey ideas through oral, audio-visual, and/or web-based presentations for different target audiences and adopt awareness of audience and context in presenting ideas. Learning Outcomes: This section will enable students to. 1. Tell the significance of multimodal literacy; 2. Explain the varied modes of multimodal literacy; 3. Demonstrate the usage of multimodal texts; 4. Follow the reminders in the ethical sourcing of images and sounds; and 5. Create multimodal texts using tools of technology. Multimodal Literacy is an emerging area of importance in the literacy curriculum as everyday communication practices are increasingly shaped by information and multimedia technologies. It is no longer possible to think about literacy solely as a linguistic accomplishment (Jewitt, 2008). Everyone, students especially, now needs to be able to comprehend, respond to, and compose multimodal texts in diverse forms, where meaning is communicated through dynamic combinations of two or more modes. The common modes used in our culture to convey meaning are: spoken language, written language, visual (still and moving-images), audio, gestural, and spatial modes (Cope and Kalantzis, 2009: New London Group, 2000). Each mode offers different possibilities for how meaning can be created and understood Multimodal texts can be paper-based, live, or digital. However, the capabilities of contemporary digital technologies make it possible for many different modes to ‘be configured, be tirculated, and get recycled in different ways’ (Jewitt, 2009) in diverse text forms. Modes: ‘A multimodal text conveys meaning through a combination of two or more modes, for example, a poster conveys meaning through a combination of written language, still image, and Spatial design. Each mode has its own specific task and function (Kress, 2010) in the meaning making process, and usually carries only a part of the message in a multimodal text. in a picture book, the print and the image both contribute to the overall telling of the story but do so in different ways. The following is an overview of how meaning can be composed through different Semiotic resources for each mode 34rough written language via handwriting, the pring, Choices of words, phrases, and sentences are uae thro page, and the Se eeweationa register (where language |s varied accor ing © context), ang Gan ede al how a text type is organized and staged to meet a specific Purpose), ia live or re i through spoken language via paren aA of words, phrases, and sentences ar is conveyed th i hi be monologic or dialogic. CI 0 ‘ : aan tes linguistic grammar conventions, register, and en oral fieshnig includes choices around mood, emotion, emphasis, fluency, speed, ime, tempo, pitch, rhythm, pronunciation, intonation, and dialect. (C(RIAMESAAGRS conveyed through choices of visual resources and includes both sti) image and moving images. Visual resources include: framing, vectors, aaa Petspectie, gaze, point of view, colour, texture, line, shape, casting, saliency, distance, angles, form, power, involvementidetachment, contrast, lighting, naturalistic/non-naturalistic, camera Movement, and subject movement. conveyed through sound, including choices of music, ambient ‘Sounds, noises, alerts, silence, natural/unnatural sounds, and use of volume, beat, tempo, pitch, ang thythm, (GPaHaMMEAAIAGs conveyed through design of spaces, using choices of spatial resources including: scale, proximity, boundaries, direction, layout, and organization of ‘objects in a space. Space extends from design of the page in a book, a page in a graphic novel or comic, a webpage on the screen, framing of shots in moving image, to the design of a room, architecture, streetscapes, and landscapes. is conveyed through choices of body movement: facial expression, eye movements and gaze, demeanor, gait, dance, acting, action sequences. It also includes use of rhythm, speed, stillness and angles, including ‘timing, frequency, ceremony and ritual’ (Cope & Kalantzis, 2009). Types of Multimodal Texts Multimodality does not necessarily mean use of technology, and multimodal texts can be paper- based, live, or digital, include picture books, text books, graphic novels, comics, and posters. GTMEITIERE for exam ‘ text ple, dance, performance, and oral storytelling, convey meaning through combinations of various modes Such as gestural, spatial, audio, and oral language. : include film, animation, slide shows, e-posters, digital stories, Podcasts, and web pages. . = 35Creating Multimodal Texts Using Tools of Technology* The complexit i eee the relator \exts increases proportionately with the number of modes tee aererreses re between the various semiotic, or meaning making, systems ina at matching colors, pking son nologies. However, not everyone is adept and then laying everything out artistically. Fortunately, there are di i the beginner to follow. ons which feature certain functionality ‘simple enough for plicated digital tect kin Is and font sizes, igital applicati 2. _ Microsoft PowerPoint is a presentation software developed by Microsoft. Itis @ standard component of the company's Microsoft Office suite software, and is bundled together with Word, Excel and other Office productivity tools. The program uses slides to convey information rich in multimedia. The term "slide" refers to the slide projector, which the software effectively replaces. 3. Canvais a web-based application with a drag-and-drop functionality that makes the design process simple and intuitive. It is capable of creating professional presentations, posters, multi-page documents, marketing materials, social media graphics, and more using Canva’s more than 1 million photos, icons, and layouts, each with colors and fonts coordinated into a schema easily accessed by both beginners and reluctant designers. 4. Biteable is a web-based tool that allows the creation of beautiful explainer videos that one can easily share in the classroom or in social media. Explainer videos are short animated clips that make use of a wide variety of visuals and multimedia materials to communicate a message in a concise and comprehensible way 36Ethically Sourcing Images and Sounds: A few reminders ie Nothing beats the real thing. Where possible use your own media resources such as photographs, video, sound effects and even music. Smart phones have good cameras and sound recording capabilities for achieving this very simply. 2. While the web is an exciting world full of amazing digital resources, unfortunately the ability to downioad media from the internet does not mean it is free for everyone to use. In fact, most images sourced through Google images for example, are copyright protected. This means they should not be used without permission in publications. Author attribution is often all that is required to use these images and sounds for non-commercial use. 3. Create bibliographies which cite all resources used in one’s work. Use of images and sound need to follow the attribution and copyright set by the creator. Workshop. In groups of 5, create a simple multimodal text promoting the Philippines by highlighting a Filipino cultural value (e.g. respect for elders, bayanihan, hospitality, etc.). Be ready to present your output next meeting. Texts may take the form of the following: comics/graphic novels, picture books, Newspapers, brochures, print advertisements, posters, storyboards, infographics, digital slide presentations (e.g. PowerPoint), e-posters, e-books, explainer videos and social media.