Use of Multimodal/Digital Tools for Responding to and Creating Multimodal/Digital Texts
Use of Multimodal/Digital Tools
1. **Teaching Online Literature Courses**
1.1. **Google Classroom, Canvas, Moodle, etc.:** Learning management systems used to distribute, organize, and grade assignments in an online setting.
1.2. **Zoom, Microsoft Teams, Google Meet:** Video-conferencing tools for virtual class sessions, office hours, and group discussions.
1.3. **Google Docs:** Utilized for collaborative writing, allowing students to share and edit documents in real-time.
2. **Responding to and Creating Multimodal Digital Texts**
2.1. **Hyperdocs:** Google Docs with embedded links to resources, fostering interactive learning experiences.
2.2. **Social Media Platforms:** Sites like **Instagram, Twitter, and Tumblr** are used by students to share and discuss their multimodal responses to texts.
3. **Fostering Visual Multimodal Responses to Literature**
3.1. **Visual Multimodal Responses to Literature**
3.1.1. **Book Creator, iBooks Author:** Apps for creating e-books that include multimedia elements, allowing students to visually respond to literature.
3.1.2. **Sketch-to-Sketch Visual Representation:** Activity where students draw their interpretations of characters or scenes in response to reading.
3.2. **Comics/Graphic Novels**
3.2.1. Comic Creation Apps: Online tools like **Pixton** and **Storyboard** That enable students to create comic adaptations of novels.
3.2.2. **Annotation in Comics:** Students annotate panels and use different shots (close-up, long-shot) to emphasize narrative elements.
3.3. **Body Biographies**
3.3.1. **Body Biography Templates:** Visual tools for depicting characters' traits, emotions, and goals through life-size illustrations.
3.3.2. **Visual Mapping Tools:** Inspiration and **Bubbl.us** allow students to map character relationships and plot developments in a text.
3.4. **Character Mirrors**
3.4.1. **Drawing and Art Supplies:** Used by students to depict characters’ internal conflicts and emotions in a "mirror" format.
3.4.2. **Corbels (Display):** Clotheslines strung across classrooms to hang students' artwork or visual responses to texts.
4. **Using Audio for Accessing and Responding to Texts**
4.1. **Audiobooks and Podcasts:** Sites like **Poem of the Day** and **Classic** **Poetry Aloud** give students access to audio versions of literary works.
4.2. **Vocaroo, GarageBand:** Tools for recording students’ oral analyses or responses to literature.
5. **Using digital Tools for Responding To Texts**
5.1. **Using Annotations and Note-taking Tools**
5.1.1. **Evernote, Zoho Notebook:** Note-taking apps that help students organize their thoughts and responses to texts.
5.1.2. **Diigo, iAnnotate, PDF Annotation Apps:** These digital tools support digital annotations and allow students to highlight and comment on texts.
5.2. **Using Digital Tools for Responding to Texts**
5.2.1. **Google Docs and Drive:** Platforms that support sharing, collaboration, and discussion around student responses to literature.
5.2.2. **Video Annotation Tools:** **VideoAnt** and **Educanon** allow students to annotate videos in real-time as they watch.
5.3. **Online Discussion and Social Media Sites**
5.3.1. **Padlet, Flipgrid:** Social platforms that facilitate collaborative discussions, reflections, and peer feedback on responses to texts.
5.3.2. **Tumblr and Blogs:** Platforms for students to post and discuss their responses to texts, creating an ongoing dialogue about literature.
5.4. **Using Video for Responding to and Creating Literary Texts**
5.4.1. **YouTube and EdPuzzle:** Video-sharing sites where students can create and watch video responses, adding annotations or comments.
5.4.2. **Digital Cameras & Mobile Devices:** Allow students to capture images and videos that represent their personal narratives and responses to texts.
5.4.3. **Instagram:** Used to share visual remixes, such as a student’s visual interpretation of a poem, by posting images and captions that represent their daily life.
5.5. **Creating Videos of Drama/Role-Play Activities**
5.5.1. **Storyboard That and ScriptWrite:** A tool for planning video adaptations of scenes in a text by organizing shots and dialogue visually.
5.5.2. **Google Maps, Google Earth:** Virtual mapping tools for finding and using real-world locations related to literary settings.
6. **Creating Remixes of Literary Texts**
6.1. **Mozilla Popcorn Maker:** A remixing tool where students can combine various digital media to create new interpretations of literary works.
6.2. **Glogster:** Allows students to create digital posters or mashups by combining images, videos, and text.
6.3. **Fan fiction:** altering/parodying storylines, characters actions, settings, genres, or themes as restorying or counter-storytelling
7. **Using Online/Interactive Fiction Games**
7.1. **The Great Gatsby Game, TextAdventures:** Interactive games based on literary texts that allow students to explore narratives in new ways.
7.2. **Fanfiction.net:** A community where students can create and share fan fiction, expanding on or remixing familiar storyworlds.
8. **Assessing Students’ Multimodal Responses and Productions**
8.1. **Rubrics and Feedback:** Rubrics are tailored to multimodal work, assessing criteria like creativity, understanding, and depth of engagement.
8.2. Provide them with criteria related to attention, interest, desire, and aciton
9. **Studying and Creating Film Adaptations of Literature**
9.1. **Video Annotation Tools (e.g., VideoAnt):** Used to analyze film adaptations by comparing specific scenes with the original text.
9.2. **Image-Sound Skims:** Activity where students list and respond to specific images and sounds from film adaptations, linking them to emotions.
10. **Fostering Critical Media Literacy**
10.1. **Critiquing Stereotypical Media Representations**
10.1.1. **Content Analysis Activities: ** Engage students in analyzing gender, race, and role representation across various media forms.
10.1.2. **Meme Generators:** Tools like Memegenerator.net allow students to critique media by creating memes that subvert popular messages.
10.2. **Critiquing Participation on Social Media Sites**
10.2.1. **Guidelines for Online Etiquette:** Encourages students to reflect on their online behavior and the potential impacts of their posts.
10.2.2. **Online Discussion Prompts:** Exercises that prompt students to consider the authenticity of relationships formed on social media platforms.
10.3. **Critiquing News Reporting**
10.3.1. **News Literacy Activities:** Encourages students to identify ideological biases in news sources and compare different news organizations.
10.3.2. **Source Analysis Tools:** Students use source-tracking tools to examine the reliability of various news outlets and identify potential bias.
10.4. **Conducting Media Ethnographies**
10.4.1. **Fanfiction.net and Online Fan Communities:** Students explore and document how fan communities interact, respond to, and interpret texts.
10.4.2. **Ethnographic Research Tools: ** Students observe, document, and interview participants in media activities to understand social interactions around media.