Multimodalities, Neuroenhancement, and Literacy Learning

Abstract

In the United States, children are in front of the “screen” about six hours a day, and because schools are a microcosm of society, educators need to incorporate more screen-oriented activities into the literacy program. Transmediation, based in social semiotics, promotes collaborative conversations, which nurture positive translations from one sign system to another, for example, from print to the Internet or from print to dance. In support of this pedagogy, related theory and research are presented as well as strategies and activities for engaging students in multimodal learning while demonstrating potential neuroenhancing effects