A Multimodal Framework for Computer Mediated Learning: The Reshaping of Curriculum Knowledge and Learning

saturated environment', it is important to be able to 'construct, control, and manipulate
visual texts and symbols' (Luke, 1996). The ability of flexible, interactive fluid
hypertext to redefine reader, author, and text relations (as the reader constructs the
text in reading it) this demands new ways of thinking about forms of literacy, new
skills of linking, decomposing, reorganising elements (Bolter, 1999; Lemke, 1998b;
Beavis, 1998). New technologies bring-forth different kinds of cultural forms (e.g.
computer game, cyber-linked web-site) and have changed some existing cultural
forms (such as sampling - non-linear editing). All of these demand an expansion of
traditional notions of literacy. Sefton- Green and Reiss (1999) argue that this should
include:

... an ability to work across text, image, sound and moving image with
equal fluency, exploiting each dimension separately and making
connections between these historically discrete domains.

(Sefton-Green and Reiss, 1999:2).

Many of these skills already exist in the realms of work and education; what is new is
the speed and ease at which these tasks can be conducted, and the technological
environment in which they are facilitated (Lemke, 1998b).

A multimodal approach to theories of literacy stress communication through a wide
range of forms and materials; the agency and interest of individuals in the making of
messages; and genres and other forms to be reshaped (Anderson et al., 1999). What it
means to be literate is, I argue, becoming increasingly ‘complex and elusive’ (Beavis,
1998).

The Contribution of this Thesis

This thesis contributes to both the field of technology-mediated learning and the area
of multimodal theory.

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