STEAM Multimodality

Multimodality in learning is close to an active and often learner-centered pedagogy in which the learner can choose the resources most relevant to him or her. This means that learners can be responsible for organizing learning content such as words and images into coherent verbal and visual models that constitute their mental schemas and conceptual structures.1 The essence of multimodality is therefore to provide different types of resources to stimulate learning in a meaningful way2 within and across disciplines.3 To do this, multimodality is described as an interdisciplinary approach drawn from social semiotics, emphasizing communication and representation as means of explanation.4 The aim is therefore to go beyond the use of current learning theories to engage learners in new forms of learning modes and resources.5

1 R. E. Mayer, Multimedia learning. New York, NY, US: Cambridge University Press, 2001.
2 A. Antonietti et M. Giorgetti, « Teachers’ beliefs about learning from multimedia », Comput. Hum. Behav., vol. 22, no 2, p. 267‑282, mars 2006.
3 C. Jewitt, « Multimodality and Literacy in School Classrooms », Rev. Res. Educ., vol. 32, no 1, p. 241‑267, févr. 2008.
4 S. Price, C. Jewitt, et B. Brown, The SAGE Handbook of Digital Technology Research. SAGE, 2013.
5 D. D. Hassett et J. S. Curwood, « Theories and Practices of Multimodal Education: The Instructional Dynamics of Picture Books and Primary Classrooms », Read. Teach., vol. 63, no 4, p. 270‑282, 2009.