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Technology, Multimodality and Learning pp 41–82Cite as

Palgrave Macmillan

Toward a Multimodal Socio-Semiotic Account of Learning

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Part of the book series: Palgrave Studies in Educational Media ((PSEM))

Abstract

Canale introduces learning from a multimodal socio-semiotic perspective, arguing this has profound theoretical and ethical implications. In light of this, Canale explores some of the many connections between technology, meaning-making and multimodality in the understanding that new technology plays a fundamental role in current formal education and that the interaction, communication and learning that take place with such technology in schools needs to be approached socio-semiotically and multimodally. Drawing on classroom examples, he discusses the benefits of approaching learning from this multimodal socio-semiotic perspective as an alternative to long-ingrained ideologies of learning which permeate many school and classroom practices and which obscure much of the meaning-making and learning that takes place inside (and outside) the school walls.

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Notes

  1. 1.

    There were, of course, previous approaches to discourse that catered for how modes intersect, such as visuals and writing. See, for instance, the work of Barthes (1977) and Angenot (1985), just to name a few.

  2. 2.

    For a thorough theorization of the role of schools and their potential in favoring literacy as meaning-making, see Kalantzis and Cope (2000) and Luke (2000), just to name a few.

  3. 3.

    For a discussion on verbal language, see Hasan (1984) and for a wider discussion on semiotic resources in general, see van Leeuwen (2005).

  4. 4.

    Often times in additional language learning theories, non-verbal resources have been considered to be used strategically to compensate for the lack of verbal resources in communication, as a sort of compensatory strategy. For instance, in the traditional definition of communicative competence (Canale and Swain 1980; Canale 1983), strategic competence is a sub-component which accounts for verbal and non-verbal resources used to compensate for communication problems in the target language, pointing to what the individual hasn’t still acquired or learned.

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    Germán Canale

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Canale, G. (2019). Toward a Multimodal Socio-Semiotic Account of Learning. In: Technology, Multimodality and Learning. Palgrave Studies in Educational Media. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-21795-2_3

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-21794-5

  • Online ISBN: 978-3-030-21795-2

  • eBook Packages: EducationEducation (R0)

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