Responding to and creating multimodal texts

This entry examines the affordances associated with the use of digital tools for responding to and creating multimodal texts. It draws on social semiotics and transmediation theory to cite research demonstrating that students use of the visual and collaborative affordances of these tools serves to engage them and their audiences. Use of these tools allows students to share their responses to and creation of texts with local and global audiences. Students develop in use of these tools through meta-reflection their effectiveness, suggesting the need for revising traditional assessment to include a focus on responding to and creating multimodal texts.