Composing meaning through multiliteracies and multimodality with adolescent and adult learners

The research from this ongoing nationally funded study explores multiliteracies and multimodality in secondary schools adult education settings including a museum, dance studio, French language learning centre. There are 30 participants to date the study. Using constructivist grounded theory methodology, draws upon data face-to-face interviews, observations, document analysis, original film footage of spaces. Social semiotics is used paper articulate how range modes (visual, linguistic, gestural) affect teaching learning. findings suggest that foster creativity criticality, engage marginalized learners, provide greater versatility meaning-making practices.