Originally I wanted to create a video using Vimeo. I inserted all the photos, created the captions for each page and was ready to record when I realized that I was not able to download the video. I did not know that only members could download videos created from Vimeo. So I used Canva instead. After getting the video ready, I used Loom to finish recording the video. In the process of re-creating, I decided to add labels, captions and photos to represent the meaning behind the texts. I think that I require more practice in order to add more elements in my video in the future. Ideally, I would add sound effects (ie. traffic sounds, bird chirps) to elicit a new experience for the reader. I would also use different colors and font size to capture certain words to re-represent meaning. Cope & Kalantzis (2009) framed multiliteracies in the following way.

“It is to design learning experiences through which learners develop strategies for reading the new and unfamiliar, in whatever form these may manifest themselves. Instead of simply telling learners of authoritative designs, it asks the question of design, or the relation of meaning form to meaning function. In addressing this question, learners may be able draw upon various metalanguages describing the forms of contemporary meaning (Cope & Kalantzis, 2009, p.176-177)”. 

In other words, multiliteracies encourage learners to ask questions about the meaning makers’ choice of design. What is the significance behind the design? Perhaps deconstructing designs is a new concept because traditionally literacy teaching is only confined to the form of written language. Written and oral language are fundamentally different modes. In today’s multiliteracies society, we combine different modes (written, oral, audio, tactile, gestural, spatial) to express similar ideas (Cope & Kalantzis, 2009). I see design and re-design of texts most prominently in advertisements in the form of commercials, billboards and magazines. I realize that there are different modes of meaning across different modalities. Cope & Kalantzis phrased the idea in the following way. 

“Written language is open to a wide range of possible visualizations. The words have to be filled in with visual meaning. Visuals, however, require that the viewer creates order (time, causation, purpose, effect) by arranging elements that are already visually complete (Cope & Kalantzis, 2009, p.180)”.

In other words, every modality requires a different imagination to re-represent the meaning to the reader. This reminds me that learning to read and write are two different modes. Some students excel in phonics but they struggle to write a short story or retell on paper the events over a weekend. Writing requires a different set of skills and often connects to the learner’s social class and community background. I think this activity introduced me to another perspective on different modalities and becoming aware how meaning can be shaped and reshaped by the meaning makers and learners. 

Reference

Cope, B. & Kalantzis, M. (2009). Multiliteracies: New literacies, new learning. Pedagogies: An International Journal, 4:3, 164-195, DOI: 10.1080/15544800903076044