Multimodal Composition with Pre-service Teachers Based on Picturebooks

Abstract

Among the objectives of language and literature didactics in teacher education is the acquisition of specific competences, such as written, oral, and multimodal expression and comprehension, to mediate learning in the Primary Education classroom. The main aim of this study is to determine whether a training proposal based on creative writing—specifically, the production of an accompanying text for a wordless picturebook—leads to statistically significant differences in learning outcomes. The research design follows a quantitative analytical methodology based on an 11-point Likert-scale questionnaire comprising 38 items (12 related to visual literacy and 16 to knowledge of wordless picturebooks), administered as pre- and post-tests. Participants were students enrolled in the subject Didactics of Reading and Writing during the 22/23 academic year (n = 129) and the 23/24 academic year (n = 154), in the fourth year of the bachelor’s degree in Primary Education. The results indicate that the training practice led to statistically significant learning gains among students. The study concludes by highlighting the importance of developing pedagogical practices that incorporate multimodal communication learning in the education of future teachers.