REFRAMING MULTIMODALITY IN CONTEMPORARY EDUCATION: A CRITICAL REVIEW OF RESEARCH PATTERNS AND PEDAGOGICAL SHIFTS

Maria Argyriou, Nikolaos Tapsis

Abstract


This paper explores the evolving role of multimodality in education, highlighting its shift from a focus on digital learning environments to a broader pedagogical paradigm. Multimodality, rooted in social semiotic theory, recognises meaning as constructed through diverse modes—text, image, sound, gesture—making it essential for modern teaching and learning. Technological advancements and cultural pluralism have reinforced the need for multimodal pedagogies that support learner agency, inclusivity, and critical literacy. The study draws from the multiliteracies framework to argue that traditional language-centred education must expand to accommodate complex, multimodal communication practices. It positions the learner not as a passive recipient but as an active designer of meaning, capable of selecting and combining semiotic resources to communicate and learn. Multimodal learning is particularly relevant in multilingual and multicultural settings, where expressive diversity enhances identity formation and cross-cultural understanding. Recent literature advocates for integrating multimodality into teacher education and classroom practice, particularly through project-based and collaborative digital activities. In these contexts, learners develop critical literacies by navigating and producing multimodal texts across platforms and modes. The paper also calls for the integration of adjacent concepts such as multiplicity, hybridity, and cognitive complexity into multimodality research. These dimensions can enrich understanding of how learners from diverse backgrounds construct knowledge using a mix of cultural and semiotic resources. Methodologically, the study supports mixed-methods and participatory approaches to capture the depth of multimodal interaction. Ultimately, the authors propose a reimagining of multimodality as a foundational principle in 21st-century education—one that supports equitable, creative, and reflexive learning ecosystems across disciplines and educational settings.

 

Article visualizations:

Hit counter


Keywords


multimodal education, learner agency, semiotic theory, pedagogical innovation

Full Text:

PDF

References


Adami, E. (2016). Introducing multimodality. In O. García, N. Flores, & M. Spotti (Eds.), The Oxford handbook of language and society (pp. 451–472). Oxford University Press. Retrieved from https://academic.oup.com/edited-volume/27951

Aksnes, D. W., Langfeldt, L., & Wouters, P. (2019). Citations, citation indicators, and research quality: An overview of basic concepts and theories. SAGE Open, 9(1), 1–17. https://doi.org/10.1177/2158244019829575

Argyriou, M., & Tapsis, N. (2023). Flexible learning environments and practices: Their contribution to teacher training (In Greek). DiSIGMA Editions.

Bernsen, N. O. (2008). Multimodality theory. In N. O. Bernsen & L. Dybkjær (Eds.), Multimodal user interfaces: From signals to interaction (pp. 5–29). Springer. https://doi.org/10.1007/978-3-540-76386-8_2

Bezemer, J., & Kress, G. (2016). Multimodality, learning and communication: A social semiotic frame. Routledge. Retrieved from https://www.routledge.com/Multimodality-Learning-and-Communication-A-social-semiotic-frame/Bezemer-Kress/p/book/9780415709620?srsltid=AfmBOoqz1HpynusW4J0P123m91F5JfcsXjRAZWPesq9UJVhb2-QmT79P

Cope, B., & Kalantzis, M. (2015). A pedagogy of multiliteracies: Learning by design. Palgrave Macmillan UK. Retrieved from https://link.springer.com/book/10.1057/9781137539724

Di Cesare, D., & Rowsell, J. (2020). Teaching beyond a print mindset: Applying multimodal pedagogies within literacy teacher education. In R. E. Ferdig, & K. Kennedy (Eds.), Teaching literacy in the twenty-first century classroom. Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.scribd.com/document/843038146/Teaching-Literacy-in-the-Twenty-First-Century-Classroom-Teacher-Knowledge-Self-Efficacy-and-Minding-the-Gap-1st-ed-Edition-Tiffany-L-Gallagher

Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). Taylor & Francis. https://doi.org/10.4324/9780203814444

Grannås, J., & Stavem, S. M. (2021). Transitions through remodelling teaching and learning environments. Education Inquiry, 12(3), 266–281. https://doi.org/10.1080/20004508.2021.1900794

Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of research in education, 32(1), 241-267. https://doi.org/10.3102/0091732X07310586

Jewitt, C., Bezemer, J., & O’Halloran, K. (2016). Introducing multimodality. Routledge. https://doi.org/10.4324/9781315638027

Jonassen, D., & Land, S. (Eds.). (2000). Theoretical foundations of learning environments. Lawrence Erlbaum. https://doi.org/10.4324/9780203813799

Kansal, R., Kaur, P., & Bhandari, H. (2024). Transforming learning spaces in the digitalisation era: A bibliometric exploration of emerging trends. Journal of e-Learning and Knowledge Society, 20(2), 67–78. Retrieved from https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/view/1135994

Kress, G. (2009). Assessment in the perspective of a social semiotic theory of multimodal teaching and learning. In C. Wyatt-Smith & J. Cumming (Eds.), Educational assessment in the 21st century (pp. 19–41). Springer. https://doi.org/10.1007/978-1-4020-9964-9_2

Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Arnold. Retrieved from https://books.google.ro/books/about/Multimodal_Discourse.html?id=R494tAEACAAJ&redir_esc=y

Lambropoulos, N., & Kampylis, P. (2009). Fostering collaborative creativity and metacognitive awareness in e-learning frameworks: The case of Hybrid Synergy Tag Tool. In Proceedings of the 3rd International Conference of Greek Association of Primary Education Music Teachers (pp. 71–76). GAPMET. Retrieved from https://www.academia.edu/18317899/Fostering_collaborative_creativity_and_metacognitive_awareness_in_e_learning_framework_The_case_of_Hybrid_Synergy_Tag_tool

Lim, F. V. (2024). The multimodal turn in higher education. In V. Beltrán-Palanques & E. Bernad-Mechó (Eds.), Current trends in EMI and multimodality in higher education (pp. 9–25). Routledge. https://doi.org/10.4324/9781003205517

Lim, F. V., & Tan, M. T. (2021). Curriculum and assessment mismatch: Examining the role of images in literacy assessments. The Australian Journal of Language and Literacy, 44(1), 7–18. https://doi.org/10.1007/BF03652078

Lim, F. V., Towndrow, P. A., & Tan, J. M. (2023). Unpacking the teachers’ multimodal pedagogies in the primary English language classroom in Singapore. RELC Journal. https://doi.org/10.1177/00336882231171980

Melenets, L. I., Shcherbyna, V. M., & Kulbediuk, A. Y. (2024). Multimodal approach to training of teachers of preschool education institutions: Focus on interests and needs. Journal of International Legal Communication, 13(2), 98–107. http://dx.doi.org/10.32612/uw.27201643.2024.13.2.pp.98-107

Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309–326. https://doi.org/10.1007/s10648-007-9047-2

Newby, T., Lehman, J., Richardson, J., & Ertmer, P. (2009). Impact of asynchronous online discussions: A study of implementation in two large-enrolment blended courses. In Proceedings of the Association for the Advancement of Computing in Education (AACE) (pp. 2928–2936). Retrieved from https://www.researchgate.net/publication/228979717_Impact_of_asynchronous_online_discussions_A_study_of_implementation_in_two_large-enrollment_blended_courses

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press. Retrieved from https://www.sciencedirect.com/book/9780121098902/handbook-of-self-regulation

Saarinen, R., Järvi, J., Raisamo, R., & Salo, J. (2005). Agent-based architecture for implementing multimodal learning environments for visually impaired children. In Proceedings of the 7th International Conference on Multimodal Interfaces (ICMI '05) (pp. 54–61). Association for Computing Machinery. https://doi.org/10.1145/1088463.1088476

Schunk, D. H., & Zimmerman, B. J. (Eds.). (2008). Motivation and self-regulated learning: Theory, research, and applications. Routledge. Retrieved from https://www.routledge.com/Motivation-and-Self-Regulated-Learning-Theory-Research-and-Applications/Schunk-Zimmerman/p/book/9780805858983?srsltid=AfmBOopZpbzFJHPkbMLOX3CLc2hJyC-fajR42db6SB9oiyvm-9Y_ExHO

Snyder, I. (2001). Literacy, technology and the classroom. In D. Koutsogiannis (Ed.), Informatics and language education: The international experience (pp. 103–123). Centre for the Greek Language. [In Greek]

Spelt, E. J. H., Biemans, H. J. A., Tobi, H., Luning, P. A., & Mulder, M. (2009). Teaching and learning in interdisciplinary higher education: A systematic review. Educational Psychology Review, 21(4), 365–378. https://doi.org/10.1007/s10648-009-9113-z




DOI: http://dx.doi.org/10.46827/ejoe.v10i3.6106

Refbacks

  • There are currently no refbacks.


Copyright © 2016-2026. European Journal of Open Education and E-learning Studies (ISSN 2501-9120) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).