The purpose of this study is to analyze multimodal literacy implementation of
multimodal texts composed of writings and drawings by elementary school
students. It also examines how they recognize roles of writings (letter sign) and
drawings (visual sign) construct their meanings by qualitatively combining these
two sign systems, according to students’ developments.
In this regard, the multimodal texts produced by a total of 93 students in 1st,
3rd and 5th grades are analyzed, and materials of interviews with students and
materials of interviews with class teachers, conducted by them are used in the
analysis. Therefore, relationships between writings and drawings can be
categorized into ‘symmetry’, ‘enhancing and complementary (amplifying and
complement)’ and ‘no drawings’ in the multimodal text meaning construction. It
can be observed that while the ratio of ‘symmetry’ is higher for 1st students,
‘symmetry’ and ‘enhancing and complementary’ for 3rd students and those of
‘enhancing and complementary’ and ‘no drawings’ for 5th students are increased.
In addition, the reasons that multimodal texts are produced are varied,
depending on literary developments of students.
Based on this result, this study suggests that it is necessary to train students
to be positive meaning constructors by conducting multimodal literary instruction
not for the short term at a certain time, but continuously and systematically.