Multimodal literacy autobiography assignment

By Erin Knauer and Kathryn Caprino

Many of us recognize that our students are part of a “digital native” generation, and we want to include assignments that reflect their presumed technological savvy.

Educators are also genuinely interested in learning about how our students engage with digital and non-digital literacy practices in both school and out-of-school spaces.

In this blog post, we (a future teacher and a literacy teacher educator) will share how:

• we define multimodal literacy autobiographies;
• why middle grades teachers should offer their students opportunities to compose these engaging texts;
• ways these types of texts may help middle school students reflect on their literacy practices, and
• five tips for implementing multimodal literacy autobiographies in your classrooms.

Click any of the slides to enlarge them for easier reading.

Multimodal Literacy Autobiographies

Multimodal lit