Multimodal texts in higher education and the implications for writing pedagogy

Abstract

Although studies on writing pedagogy and academic literacies have examined changing genres in tertiary education, there has not necessarily been an emphasis on how a range of modes and media have influenced texts in various disciplines. This paper explores the influence and incorporation of the visual into student texts in Higher Education, looking at the semiotic weighting of modes, conventions and functions of images, visual/verbal linkages and visual composition. These aspects of multimodal texts have implications for the ways in which we teach 'academic literacies' practices and writing as multimodal composition to students.