This week’s task asks us to reinvent the “What’s in your Bag?” task using audio format. It should be a recreation or reinvention, not a mere description of each item in the bag.

I had tons of ideas for this assignment and could have easily made 12 different versions. I was able to cross a few options off my list by looking at what others were doing for their assignment, that way what I am doing is fairly unique.  In the end, I channelled the best I could of the spirit of the New London Group’s framework by focusing on the design elements that are possible in a multimodal recreation of a visual assignment.

This recreation is multimodal, using primarily audio and linguistic design elements. The visual is present in the form of the picture from the original “What’s in the Bag?” assignment–I added that so you did not have to stare at a blank screen the entire 3 minutes.

On the surface, it seems like I am only describing the items in the bag.  One of the affordances of mode bending into audio and linguistically driven design is the ability to tell a story.  So that is what I did! I created a narrative that connects all of the items in the bag with aspects of my life. In this narrative, I am pretending to be an investigator that is dictating notes, while unpacking the bag. As I was creating this narrative, I was alarmed at just how much information people could tell about my life by inspecting this small number of items in my purse. In the previous iteration of the “What’s in my bag?” assignment, my reflection and comments were needed to give the visual context verify this same information.   Any mode individually, only gives one a fragment or snapshot of the narrative. However, by using multimodal design, you can create a fuller narrative, accessing design elements from all or any modes you chose.

Bringing this back to education, understanding New London Group’s multimodal framework is important as our ability to interpret messages, narratives, and text in multimedia environments requires more than just a textual based literacy. Multiliteracies takes into account aspects of digital texts that go beyond our traditional understanding of literacy. As well, these literacies are situated within a specific culture and context, which can also impact interpretation and meaning.

In my teaching context, I work with adults in a non-profit organization where there is little employee turnover.  I have an easy time understanding the New London Group’s formation of multiliteracies, as I see employees experiencing difficulties with new technologies and multimedia every day. Additionally, in my role in learning and development, I am at the forefront of retraining employees for new tasks and roles created as the result of new technologies. For example, many of our employees are tradespeople who have never had to learn business acumen and analysis. Artificial Intelligence tools, which we use, has created a greater need for data literacy in the roles that tradespeople occupy. This is interesting, as many people assume literacy education is for the young or those learning other languages. However, I think corporate training will be engaging more with literacy education, as employers look to transform workforces as a result of new technologies and automation.