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Implementing multimodalities in a trauma-informed way may feel intimidating at first. But, keeping in mind that you can still be consistent and predictable while being flexible, that you don’t have to have all the answers, and that you can still hold students accountable, will help things go more smoothly.
Incorporating multimodality can feel like pandora’s box if you don’t have the right structures in place. Keep reading to learn how to be predictable and consistent, invite students ideas into the mix, and hold them accountable all while being flexible!
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Mainstream cultural standards (of white, wealthy cultures) ascribe a high status to the written and spoken word. Schools, which often reinforce this culture and which require success in linguistic abilities to move successfully through to higher education, may be resistant to decentering print.
Multimodality is an amazing tool for working with all students, particularly those whose cultures are marginalized and/or who have experienced trauma. Want to know why schools may be resistant to multimodality and how you can use it anyway? Keep watching!
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AuthorMy name is Erin E. Silcox. I'm working on my Ph.D. in Literacy Education, focusing on the intersection of trauma and literacy. I want to deepen our base of knowledge about trauma-informed practices in schools and help teachers apply findings right now. 
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