Multimodaling and multilanguaging: charting student (open) access and (communal) success through multiliteracies / J.A.K Olivier

Abstract

Multiliteracies can support student open access and communal success in the context of multimodaling and multilanguaging and ultimately in the process foster self-directed learning. From academic literature the concerns regarding literacy levels are clear and the overemphasis on reading and writing (versus other skills) is evident. Furthermore, there is a need for an extension of multimodal learning in higher education. Multimodaling in terms of communication, learning/teaching and delivery must be accounted for and accommodated. A non-compartmentalised view of modes and modalities is necessary in educational contexts. In this regard, instructional technology can play an increasingly important role. The blending of approaches, delivery mediums or technologies will increasingly become the norm and lecturers and students should, therefore, be able to function effectively within the different modalities. Yet, a clear digital divide in South Africa poses problems to the effective implementation of multimodal learning. Support in terms of computer literacy and even computer anxiety must be interrogated in higher education. When considering multimodal learning and multiliteracies, the multilingual nature of students at universities cannot be ignored. As such, a move towards multilanguaging by means of technology is proposed. There is ample evidence of successful integration of African languages in higher education and through technology multilanguaging can be achieved. In addition, language attitude planning as operationalisation of the language status planning process should be accommodated. In terms of access, the concept of open education is highly relevant in a South African context. Open educational resources can provide many possibilities in terms of both formal and epistemological access to a range of resources. Success in higher education can be reached through a communal constructivist approach where collaboration is facilitated through multimodal support. In addition, success would imply that students are self-directed and possess relevant multiliteracies. It is evident that the discussion on what literacy entails should be ongoing and be revised and repurposed as required during the learning, unlearning and relearning process.