Traditional textbooks and their multimodal nature : from misconceptions to pedagogical suggestions

Abstract

In this paper, the author intends to contribute to the field of pedagogical knowledge by answering the question students frequently ask, at some point, once their original uninformed definition of multimodality is challenged: Are traditional paper-based textbooks also multimodal? To answer this research question, adopting purposeful sampling (Teddlie, Yu 2007) the author has analysed the Ġabra ta' Ward book series published in 1933 in Malta and which were used in primary schools to teach Maltese. The original social-semiotic MIRROR framework (Cremona 2017) was used as the main analytical framework through which the author could interpret the content of the book series. The findings of the paper suggest that these books, while including very few images, still include layout, size, colour, and spacing which frequently are the modes also used in modern pedagogic texts. A second finding indicates that while several social ideas have changed over time, these can serve to initiate various discussions through which students can gradually develop their critical skills. Therefore, the paper concludes that a 1933 textbook is multimodal and when used creatively and critically can still serve, together with modern digital texts, as effective pedagogical tools in contemporary classrooms.