“Det gör jag väldigt sällan”

: En enkätstudie om hur mellanstadielärare värderar, bedömer och arbetar multimodalt

Abstract

Text creation in society has radically changed from primarily containing verbal language text to include several multimodal resources, thus creating a need for tools that allow us to understand and produce multimodal texts in the future. The study aims to investigate to which extent teachers currently use multimodal text meetings and text creation, and how they value and assess multimodal features and multimodal texts. To answer the purpose, a quantitative survey with elements of qualitative open-ended questions were distributed throughout Sweden. A multimodal social semiotic perspective was, partly, applied to the survey questions and to a greater extent to the analysis and discussion. According to the results, the teachers work with multimodality to focus on students’ knowledge acquisition to a significantly greater extent than on students’ production of multimodal texts. Furthermore, it is evident that teachers value and assess verbal language texts higher than multimodal texts. Finally, teachers have a positive attitude to the use of multimodality in teaching, and the majority see no limitations with working multimodally. However some difficulties that were frequently reported in the free text responses were technical access and technical knowledge to work with multimodal resources.

Date of Award	2022-Dec
Original language	Swedish
Supervisor	Kristian Blomberg Kjellström (Supervisor), Anna Smedberg Bondesson (Assessor) & Petra Magnusson (Examiner)