Resource+4

= Resource 4 – Multimodal Text. =

**__ Resource Reference: __** ABC News. (2010). //Behind the news: Kids ads (8.9.2009)//. Retrieved 28 September, 2010, from []. Sourced directly from the ABC’s website, Resource Four is a video news segment from the popular children’s education program //Behind the News//. Titled //Kids Ads// (8.9.2009), the news report from September 2009 addresses the issue of junk food advertising during children’s television. As an example of a multimodal text, the clip blends the five elements of linguistic, audio, spatial, visual and gestural design, to convey meaning to the viewer (Healy, 2004, pp. 20-21). Thus, by balancing PD/H/PE content with the layering of multimodal techniques, the resource provides a strong foundation for exploring and developing literacy understanding across the primary curriculum. Taking into account the focus PD/H/PE learning outcome, ‘PHS2.12 Discuss the factors influencing personal health choices’ (Board of Studies, 2007, p. 32), the report addresses key subject matter including nutrition, individual decision-making and the influence of the media. By layering interviews, popular music, advertising jingles, fast food commercials and information from health authorities, the video clip presents a wide array of discussion topics. To develop self-monitoring and encourage active student questioning, it is therefore anticipated that the resource-related learning tasks would aim to stress both student reflection and critical thinking skills. Fuelling the intellectual quality of the learning content, educational tasks which encourage students to consider powers of influence, including media and cultural trends, will promote substantive communication through unpacking multiple viewpoints and perspectives (NSW Department of Education, 2003, pp. 10-11). Additionally, the unit’s focus on healthy food choices aligns closely with the K-6 PD/H/PE syllabus, through stressing the importance of decision-making as a lifelong skill (Board of Studies, 2007, p. 7). In the modern context of today, literacy skills are not limited to a set of specific competencies, but instead form a platform for navigating and operating within a variety of textual modes and frameworks (Santoro, 2004, p. 52). Hence, the social influence of technology has stressed the need for students to learn how to read and make meaning across an ever-changing textual landscape (Healy, 2004, p. 20). Whilst multimodal texts, such as Resource Four, offer an opportunity for unpacking the literacy content of multi-layered, digital media, there is also significant curriculum content embedded in each design level. For example, the fast food commercials work to trigger background knowledge, whilst the audio report relays current research and mathematical statistics. Although non-linear in design, this layering culminates to present a cohesive message to the responder (Healy, 2004, p. 23). Furthermore, in response to literacy development, the multimodal source allocates opportunities to develop student proficiency in the four resources framework of code breaker, text participant, text user and text analyst. Here, explicit teacher modelling in response to the clip’s text conventions, elements, purpose and perspective, will help students to access the layers of meaning (Winch, Johnston, March, Ljungdahl & Holliday, 2006, p. 47). Thus, whilst promoting debate and discussion, the multimodal source presents a point of view which challenges students to consider both the focal PD/H/PE outcome and literacy connections. By demonstrating how meaning can be reinforced at multiple levels, the //Behind the News// video report provides a background for the development of the final, joint multimodal rich task. **__ References: __** Board of Studies. (2007). //Personal development, health and physical education K-6 syllabus//. Sydney: Author. Healy, A. (2004). The critical heart of multiliteracies: four resources, multimodal texts and classroom practice. In //Text next: new resources for literacy learning//. Newtown: PETA, pp. 19-35. NSW Department of Education. (2003). Quality teaching in NSW public schools: Discussion paper. //Professional Support and Curriculum Directorate//, May 2003. http://www.curriculumsupport.education.nsw.gov.au/qualityteach/assets/pdf/qt_disc_pap.pdf. Santoro, N. (2004). Using the four resources model across the curriculum. In A. Healy & E. Honan //Text next: New resources for literacy learning//, Newtown: PETA, pp. 51-67. Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2006). //Literacy: Reading, writing and children’s literature// (3rd edition). Melbourne: Oxford University Press. - Melissa Deal.