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Multimodal Literacy as a form of Communication: What is the state of the students at Dalarna University multimodal literacy?
Högskolan Dalarna, Akademin Humaniora och medier, Ljud- och musikproduktion.
2015 (Engelska)Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
Abstract [en]

Literacy is an invaluable asset to have, and has allowed for communication,

documentation and the spreading of ideas since the beginning of the written language.

With technological advancements, and new possibilities to communicate, it is important

to question the degree to which people’s abilities to utilise these new methods have

developed in relation to these emerging technologies. The purpose of this bachelor’s

thesis is to analyse the state of students’ at Dalarna University mulitimodal literacy, as

well as their experience of multimodality in their education. This has led to the two

main research questions: What is the state of the students at Dalarna University

multimodal literacy? And: How have the students at Dalarna University

experienced multimodality in education?

The paper is based on a mixed-method study that incorporates both a quantitative and

qualitative aspect to it. The main thrust of the research paper is, however, based on a

quantitative study that was conducted online and emailed to students via their program

coordinators. The scope of the research is in audio-visual modes, i.e. audio, video and

images, while textual literacy is presumed and serves as an inspiration to the study. The

purpose of the study is to analyse the state of the students’ multimodal literacy and their

experience of multimodality in education.

The study revealed that the students at Dalarna University have most skill in image

editing, while not being very literate in audio or video editing. The students seem to

have had mediocre experience creating meaning through multimodality both in private

use and in their respective educational institutions. The study also reveals that students

prefer learning by means of video (rather than text or audio), yet are not able to create

meaning (communicate) through it.

Ort, förlag, år, upplaga, sidor
2015.
Nyckelord [en]
Multimodal literacy, audio-visual, video, audio, images, text, multimodal, Dalarna
Nationell ämneskategori
Medieteknik
Identifikatorer
URN: urn:nbn:se:du-16835OAI: oai:DiVA.org:du-16835DiVA, id: diva2:787468
Tillgänglig från: 2015-02-10 Skapad: 2015-02-10 Senast uppdaterad: 2018-01-11

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