Alt. Text Post #2- Part A

“Shrek Meets Vygotsky”- Kathy A. Mills

Article Summary:

·       Mills emphasizes the importance of adolescents being taught how to communicate multimodally in order to achieve success in the current tech-driven world we live in.

·         She has 3 key assumptions that she examines within this context:

1)      Contrary to the popular opinion, not all adolescents are digital natives. She argues that labels such as these “oversimplify and exaggerate generational and socioeconomic differences” (p.36).

2)      Fostering engagement in multimodal practices is not just about fitting the adolescent mindset into the mature literature practices of adults; Teachers should be willing to adapt to the students’ way of knowing and teach them the textual encounters they may not learn on their own (p.39)

3)      Although current research focuses on youth multimodality during recreational time, it is important that this is balanced with scaffolded learning in the classroom to ensure that adolescents are well-versed in the technical tools and knowledge needed for success.

·       Mills uses the Vygotsky theory of the Zone of Proximal Development and his belief that “the most effective learning occurs when practice and instruction takes place concurrently” (p.43) as a support for her argument about the importance of scaffold learning rather than linear transmission.

What are Multimodalities?
Mills defines multimodalities as the “combination of two or more modes in representation-linguistic, visual, audio, gestural and spatial” (p.35). She discusses adolescent participation on Facebook as an example of words being integrated with images, sounds, and spatial arrangements as an electronic, multimedia text”(p.35).

Why is this framework important?

I believe that the framework established by Mills is incredibly important in the recognition of both the digital natives and tech novices- both of which we will encounter in the classroom.  We cannot assume that all adolescents are “wired” and fluent in the digital world simply because of their age; factors such as socioeconomic status and cultural background also have an effect on students’ technical abilities.  Not only that, just because a student knows how to get online doesn’t necessarily mean that they have the crucial skills needed to evaluate online content (p.36).  There are limits to what adolescents can discover and learn for themselves, so it is the job of the teacher to scaffold and ensure that the ultimate goal- literacy- is achieved.

How does this framework expand notions of composition?

Mills explains and gives multiple examples of how multimodalities are expanding notions of composition- focusing on Claymation as her main example.  She discusses how students can be taught how to use multimodal types of activities such as these and can therefore expand their own knowledge of technology-driven innovation.  This example demonstrates how with each lesson we give students, their notion of composition- and text- will grow and will ultimately benefit them when they enter the real world.

What is multimodal composition affording us- as future educators and our students?

Multimodalities have the unique ability to potentially bring traditional and non-traditional aspects of education together.  As Mills discusses, we do not need to sacrifice traditional practices of literacy in order to be engaged in new ways of knowing; the fluid and informal way in which adolescents connect with multimodal texts can be adapted to the classroom and can actually strengthen their repertoire of literacy and text.  For example, if a student writes a reading response on a class blog, they are both displaying critical thought and the technical skills needed to manoeuvre a blog.  These expanding notions of text will actually enhance the student learning process as they will be able to expand their creativity, expression while at the same time fulfilling the traditional learning outcomes.

References

Mills, Kathy A. (2010). Shrek meets Vygotsky: rethinking adolescents' multimodal literacy practice in schools. Journal of Adolescent And Adult Literacy, 54(1), 35-45.