Literația multimodală media și competențele transversale. Textul multimodală în noul curriculum de Limba și literatura român pentru gimnaziu
Multimodal Media Literacy and Transversal Competences. The Multimodal Text in the New Curricula of Romanian Language and Literature for Secondary School

Summary/Abstract: Based on some works of multimodal literacy in Anglo-Saxon world that have been taken into consideration in the new outlook of Romanian language and literature curricula for the secondary school, the notion of multimodal literacy, initially suggested by Gunter Kress and Carey Jewitt (London, Institute of Education, 1994–2005) and Maureen Walsh (2009) has two dimensionswhich plan the education of a “multimodal literate” pupil/student. The first dimension would be “media literacy”, underlining the need for literacy in producing and having access at multimodal information (that combine more semiotic resources, such as verbal language, gesture, images) and the second one dwells on recognizing the fact that the experience in teaching and learning is intrinsic multisemiotic and multimodal. An important consequence of this way of conceiving/representing knowledge is the extension of semantic area of the notion of text(s): oral and written; continuous, discontinuous and multimodal texts.

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