MTE801 Multimodal texts in the English subject

Contents and structure

Multimodal texts (graphic novels, picture books, comic strips, etc.) play a significant role in children’s lives and are becoming an increasingly important resource in the teaching of literature. Multimodal literature operates in a distinct way from text-based literature and the analysis of this form and its use in the classroom present both challenges and opportunities. This course will allow students to develop their visual literacy so as to further their understanding of how the combination of text and image shape narrative, and foster their awareness of the unique literary qualities that this combination is capable of effecting. Focus will be given to how multimodal texts can be used in the classroom, and the wide-ranging study possibilities and potentials this resource makes available.

Learning Outcome

Upon completion of the course, the student should have the following overall learning outcomes:

Knowledge

The student

• has knowledge of different types of multimodal texts and their characteristics
• has knowledge of visual literacy and critical literacy
• has knowledge of the tools and methods for successful critical analysis of multimodal texts
• has knowledge of the potential of multimodal texts in the classroom
• has knowledge of how to design and create multimodal texts, using digital tools
• has knowledge of the terminology related to multimodal texts

Skills

The student

• is able to identify various types of multimodal texts and their characteristics
• is able to approach multimodal literature critically
• is able to discuss critical and visual literacy, using appropriate terminology

General competence

The student

• has the ability to plan and carry out individual assignments in accordance with ethical requirements and principles, and articulate ideas and standpoints both orally and in writing
• has the ability to communicate in English, both orally and in written, according to topic, context and recipient
• has the ability to work independently and collaboratively with others to facilitate students’ learning and development
• has the ability to maintain and develop their own language and didactic competence

Entry requirements

None

Recommended previous knowledge

Good command of English from upper secondary school/high school.

Teaching methods

This is a fully online course. That means there are no physical gatherings. Most learning activities are asynchronous, while some sessions with discussion, collaboration, and student activity are synchronous. Learning activities used in the study are lectures, digital learning resources, written and oral assignments, tutoring and student-organized colloquium groups, in addition to self-study. The course consists of 5 modules. Each module has one synchronous teaching session plus two to three asynchronous teaching sessions. There are three work tasks in each module: a pre-class task which asks the students to prepare material for discussion in the synchronous session; a discussion forum task that requires students to interact; short quizzes designed to test key concepts.

The course requires that the student work systematically with reading and assignments, and actively participate in learning activities. English is both the target language and the language of instruction, and all learning activities are in English. This provides valuable language practice, and through active involvement in learning activities, students will be able to use both language skills and knowledge of the course content.

Compulsory learning activities

The following obligatory learning activities must be approved for the student to qualify for the exam:

1. A digital creation of a multimodal text
2. An essay that tests the students' ability to analyse multimodal literature
3. A draft version of the 'Teaching Multimodal Literature Project', which asks the students to plan, deliver and evaluate a classroom lesson, and exchange their reflections with their colleagues
4. Attendance: to pass this assignment students must attend a minimum of 80% of the synchronous sessions (where students are unable to attend, they may still be marked as present if they complete a set task which demonstrates that they have mastered the session material).

The obligatory assignments must be completed by specific deadlines.

Some of the obligatory learning activities require access to an English class.

The obligatory assignments must be approved no later than 2 weeks before the exam. If an obligatory assignment is assessed as not approved, a reason must be given for this. Students who are not approved for an obligatory assignment will, as far as possible within the set deadlines, be given another attempt in the current semester.

Guidelines on the obligatory learning activities, including the use of AI tools, will be given in the course.

Assessment

Portfolio exam consisting of final versions of Obligatory Assignments 1, 2, and 3. In this way, the exam tests the students’ familiarity with the form of multimodal literature, as well as their ability to analyse the topic in written form, and to use this knowledge to develop effective classroom activities.

Grading scale: A-F, where F corresponds to fail.

If the portfolio is not passed, an inproved version may be submitted for the resit exam.

The assessment fits with the competence aims. It assesses whether the student:

• has knowledge of how to design and create multimodal texts using digital tools
• has knowledge of the tools and methods for successful critical analysis of multimodal texts
• has knowledge of the potential of multimodal texts in the classroom
• has the ability to work independently and collaboratively with others to facilitate students’ learning and development

Examination support material

All aids available.

Students should read the following pages about the use of AI in academic work at HVL: Korleis bruke kunstig intelligens som student - Høgskulen på Vestlandet and Retningslinjer om fusk - Høgskulen på Vestlandet

More about examination support material