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Students who have been impacted by trauma may struggle with literacy learning, especially when constraints and rigid expectations won't budge. Providing options for composing in multiple modes ensures flexibility, student choice, voice, and passion, and can help avoid retraumatizing students.
Multimodal composition and consumption (aka “writing” and “reading” allow for flexibility in what counts for literacy learning. Not sure why this is so beneficial for students who’ve experienced trauma? Keep reading to find out!
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Multimodality is the incorporation of multiple modes of communication. It’s a move away from print-centrism and a move toward a recognition that we communicate in more ways than one.
Multimodality has the ability to change your teaching. Embracing more than one mode of communication, AKA moving past print and linguistic modes, can include more students and increase creativity. Not sure what multimodality is? Keep reading to learn what counts as multimodality.
In 1994, the New London Group, composed of literacy scholars, met to discuss the changing landscape of literacy in a globalized world. What came out of that meeting was a call for action to theorize, incorporate, and further research, technology integration, multimodality, and cultural and linguistic diversity in schools.
Not sure where our current understanding of multimodality came from? Want to know what laid the foundation for a broader definition of literacy in schools? Stay tuned to learn about the New London Group and their work on multimodality.
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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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