Multimodal Layering in Private and Public Learning Spaces: iPads in Primary School Classrooms

• In Event: 72.020 - Theorizing Meaning-Making Around iPads in Educational Settings: Directions From Literacy Studies

Abstract

Objectives: This paper presents the concept of ‘multimodal layering’ as both a theoretical perspective and a methodological tool. Multimodal layering refers to the multiplicative effect (Lemke, 2002) when semiotic modes interact simultaneously as users make meaning in digital spaces. The effect occurs in the constant shift between the material and immaterial layers of screens, modes and texts through which individual students need to navigate when reading and writing in learning events (Walsh & Simpson, 2014). This layering is made even more complex when meaning is constructed in the social context of the classroom through iPads/tablet use in private and public spaces.

Theoretical framework: The study is informed by complementary theoretical frameworks belonging to the semiotics of multimodality, (Kress, 2010; Jewitt, 2009; Coiro, Knobel, Lankshear & Leu, 2008), and 21st century learning (Wohlwend, 2010; Groves, 2012; Rowsell, Kress, Pahl & Street, 2013). Through our research we have investigated the nature of the literacy demands made on students when multiple screens and modes are accessed through tablet use and considered emerging theories of ‘modal density’ (Norris, 2009) and the ‘materiality/immateriality’ (Leonardi, Nardi & Kallinikos, 2010; Burnett, Merchant, Pahl & Rowsell, 2014) of gesture and touch to develop the concept of multimodal layering.

Methods: Our qualitative methodology codes video samples of classroom observations by mode and zone of social interaction. Close analysis demonstrates the dynamic interrelationships and interdependence of modes (e.g. touch, sound, image, spoken and written language) within pedagogical contexts. This approach allows us to acknowledge the complexity of modal layering and the collaborative pedagogies made possible as learning shifts from private to public spaces.

Data sources: Data were collected as video recordings and field notes of whole class lesson observations where iPad/tablets were used by primary (elementary) school students in English/ Language Arts lessons and pair or individual student talk alouds prompting students to reflect on their learning.

Results: Results show students shifting across modes and dimensions of social complexity through dynamic multimodal meaning making practices. Our conclusion is that making meaning in public and private learning spaces using iPads/tablets requires the flexible ability to attend to, interpret and repurpose synchronous semiotic modes. Through the use of qualitative analysis, as read through the frame of multimodal theory, we have created a working definition of multimodal layering.

Significance: The uptake of iPads/tablets in schools worldwide is increasing every year but as yet there has been little research into the modal complexity offered by this learning platform. While there is no doubt that mobile tablet technology brings access to new affordances, the material nature of learning and literacy with these platforms needs problematising in order to investigate implications for pedagogy. The research discussed in this study is significant as it defines an emerging concept – multimodal layering – as a way of investigating the simultaneous interaction between semiotic systems and the cohesive construction of meaning. The session foregrounds this new concept to demonstrate its impact on learning and teaching in socially situated and technologically mediated experiences of literacy.

Authors

• Maureen Walsh, Australian Catholic University and University of Sydney

• Alyson Simpson, The University of Sydney