Over the past three decades, our conceptualizations of literacy and what it means to be literate have expanded to include recognition that there is a qualitative difference in how we communicate through modalities such as the visual, audio, spatial, and linguistic and that different modes are combined in complex ways to make meaning. The field of multimodality is concerned with how human beings use different modes of communication to represent or make meaning in the world. Despite the rapid growth of international research in this area, accounts of a broader range of global sites, particularly economically under-resourced and culturally diverse contexts such as Sub-Saharan Africa, remain under-researched and under-represented in the literature. This book contextualizes a range of literacies including health literacies, community literacies, family literacies, and multilingual literacies within broader modes of communication, most specifically play and the visual. The claim is that powerful pedagogies, methodologies and theories can be constructed by taking a more detailed look at multimodal meaning-making in diverse contexts. By describing and analyzing multimodal practices and texts across a diverse range of contexts, the book highlights different constructs, issues and emerging questions dealing with the study of literacies and multimodality.

chapter |11 pages


ByMaureen Kendrick

chapter 1|23 pages

“Thinking Like a Child”

Synaesthesia, Multimodality, and Multilingualism
ByMaureen Kendrick

chapter 2|21 pages

Imaginative Play, Multimodal Meaning-Making, and Literate Identities

ByMaureen Kendrick

chapter 3|25 pages

Drawings as an Alternative Way of Understanding Young Children's Constructions of Literacy

ByMaureen Kendrick, Roberta McKay

chapter 5|21 pages

“Taking It Personally”

Advenience as Reflexivity in Multimodal Research
ByMaureen Kendrick

chapter 6|5 pages

Final Thoughts and Perspective

ByMaureen Kendrick