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Multimodal literacies in the school curriculum: an urgent matter of equity

Any school class will have some students who find verbal expression a non-preferred way of communicating. Such students are likely to be identified by their distinctive cognitive styles. School literacy, however, is predominantly concerned only with verbal skills. This study undertaken in a Grade 5 (10-year-olds) Australian classroom shows that computer mediated multimodal text production can provide equity of access to effective expression for a substantial group of students who otherwise tend to struggle in a verbo-centric world. These outcomes suggest that education may need to re-define literacy to include computer and multimedia environments, that is, multimodal literacies, not only because global communication is largely multimodal but as a matter of equity to allow a greater variety of learning styles access to meaningful text production.