Exploring Multimodal Literacy in Language Teaching and Learning

Abstract

In this chapter, we present the research method we used to investigate multimodal literacy in an English-language classroom in a Norwegian lower secondary school. The analytic approach we present combines multimodal analysis with a design-oriented view on learning as a social meaning-making process. The analysis is applied in a smallscale qualitative study of multimodality and literacy in an English as a foreign language (EFL) classroom in Norway. In what follows, we present how we dealt with observations, interviews, and learning materials from work with the novel <i>The Absolutely True Diary of a Part-Time Indian</i> (Alexie, 2007) in a Year 10 classroom. In particular, this chapter aims to demonstrate the process from data to multimodal analysis and go behind the scenes of writing it up. Multimodality serves the double role as an object of study <i>and</i> an analytical approach.