Bye-Bye Basal: Multimodal Texts in the Classroom

Introduction

Basal or core reading programs (CRP) typically consist of reading anthologies, assessments, and a variety of support materials which may include leveled readers, anchor charts, and workbooks (Dewitz & Jones, 2013). CRPs have continued to gain popularity in US elementary schools during the last two decades marketed as research-based literacy tools meeting compliance regulations mandated by state and federal legislation (Dewitz & Jones, 2013; Reutzel, Child, Jones, & Clark, 2014). While many districts may consider consistent resources, like CRPs, across campuses beneficial, teachers often find it necessary to supplement CPRs to meet a variety of student needs. Primarily developed based on education trends, market demands, and research findings, these types of resources can be expensive, stagnant, and cumbersome while nullifying teachers’ professional expertise and autonomy to provide support based on individual classroom student populations. However, the importance of providing students with a variety of engaging literacy materials cannot be dismissed.

Miller (2010) states “it is only through volumes and volumes of reading that many students internalize the comprehension skills and gain the reading experience they must acquire for academic success.” With this quote as a catalyst for thinking about literacy opportunities, it becomes important to ensure students are provided with a variety of literacy experiences. According to the International Literacy Association (n.d.), multimodal texts are those designed to incorporate “various modes (language, images, sounds) and media to communicate or teach information. For example, a story found online about Mayan civilization might include text, photos, and videos taken while in space.” Multimodal text sets are literacy resources developed with student learning levels, interests, engagement, and diversity in mind. Additionally, multimodal text sets provide opportunities to read widely and to experience literacy in a variety of forms. Reading widely has been a topic of many research studies and has shown student improvement in the areas of schema, vocabulary, fluency, comprehension, and writing (Krashen, 2004; Miller, 2010).

Blended Learning

Blended learning incorporates an instructional shift centered on classroom integration of traditional and online learning (International Literacy Association, n.d.; Maxwell, 2016; Tucker, 2013), and incorporates resources that are often associated with CRPs such as leveled books, and resources often associated with multimodal texts related to image, language, and sound. Technology access then becomes an opportunity for personalization across modalities, by allowing students to access a variety of online resources, rather than singular access to traditional instructional aids found imbedded in CRP teaching and learning resources (International Association for K-12 Online Learning, 2016; Maxwell, 2016; Tucker, 2013). These learning opportunities across content areas allow students to experience elements of control over the time, place, and path within integrated learning environments. Additionally, blended learning incorporates an array of literacy modes such as books, comics, games, music, newspapers, photos, podcasts, and videos providing teachers with further insight into culturally and linguistically responsive instruction. Viewed through the lens of individualized, differentiated, and personalized instruction, both digital and non-digital resources provide opportunities to meet the needs of all learners by allowing for a variety of choice, perspective and modality. While personalization begins with the learner and differentiation and individualization begin with the teacher, all three require educators to provide learning opportunities based on individual student needs and will be discussed in the following section.