Development of Multimodal Literacy Through Wordless Albums for Learners in Primary Education Teacher Training
Supporting Agencies
- Redes de Calidad, Innovación e Investigación en Docencia Universitaria
Abstract
In 2023, the Primary Education curriculum emphasizes the need to create learning experiences that incorporate multimodal texts. Picture books, as a type of multimodal reading material, are particularly useful for this age group and require decoding skills that involve both comprehension of the images and their relationship to the written text. This study aims to explore the effectiveness of a didactic sequence based on the writing of a supplementary text for a wordless picture book, Wave by Suzy Lee, in teacher training programs for the bachelor’s degree in Primary Education. A total of 114 students participated in this study during the 2022-23 academic year, completing two validated questionnaires consisting of seventeen items each, which addressed topics related to the importance of the semiotic analysis of picture books. These questionnaires were administered both before and after the didactic intervention. Additionally, data was collected on eight items related to the learning outcomes achieved after the didactic intervention. The quantitative analysis reveals statistically significant differences (p < .01), which are nuanced when considering the effect size. These differences are most pronounced in general questions about visual literacy, with a notable effect on items related to semiotic analysis. Additionally, the results from the educational practice show no significant differences, reinforcing the importance of this practice in literacy education. These findings supported the relevance of incorporating such practices in the reading training of future Primary Education teachers. In conclusion, this study highlights the educational potential of wordless picture books in facilitating learning and the analysis of visual language in multimodal productions.
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