The concept of multimodal texts is integrated in the Australian Curriculum: English, across the language, literature and literacy strands. From understanding social contexts, expressing and developing ideas through language and literature, to creating new texts, the multimodal nature of English is deeply embedded in the rationale and strands of the curriculum. Teamed with a knowledge of written language is the inclusion of a visual language thread (ACARA, 2011:66), as well as assessment linking to multimodal texts, expressed in the achievement standards from Foundation to Year 10.
A key concept to understand when working with multimodal texts is that the whole is greater than the sum of the parts. This means that we need to make sure we don’t just read a text like a picture book, talk about one or two literary features, discuss which picture we like the best then move on to the next activity. Multimodal texts make meaning because all the elements work together to create a whole text. This is the case for picture books, using only image and text, or for video and multimedia, where image, gesture, movement, words and sound all work together to create the final piece.
Consider the image for the advertisement below. Initially we are drawn to the fin on the left, perhaps reacting with a sense of fear. The caption reinforces this, yet when we look to the right, the fin is gone, but the caption suggests this is ‘more horrifying’. Isn’t this a contradiction? Is it because the shark is under the water? What could the advertisement mean? Reading the text on the bottom, the purpose becomes clearer — the loss of wildlife has an impact on the ecosystem. This is the same ecosystem on which humans also depend. The poster cleverly plays with fear of sharks and the juxtaposition of image and word, in order to convey its message.
Caption: ‘Exploiting the ecosystem also threatens human lives.’ Image source: World Wildlife Federation (WWF) Sharks