In this article, the author describes three strategies they have used to bolster interest and make use of popular culture to enhance readers' interactions with texts: pop culture pairings, musical connections, and multimodal projects. The author addresses the cultivation of pop culture awareness, the importance of multimodal pedagogy, the…

To provide insight into the issue of multimodal literacy instruction, the authors explore presentation techniques and instructional activities employed in their secondary language arts classes. They collaborate on assignments that focus students on "anchored media instruction" and engage them in producing multimodal, technology-infused projects,…

This article describes the assignments the author created to engage preservice teachers in designing instructional materials that befit today's students to help them overcome hurdles sometimes present when learning classic literature. Secondary and middle school English teachers may find these assignments useful as well so their students, too,…

In the authors' experience as teacher educators, many preservice teachers view literacy as a print-bound process. With multimodal literacy becoming more important as many states push for 21st-century learning standards, the authors are always looking for ways to help students break their concepts of literacy away from the printed page. As they…

High school teacher Karen E. Moynihan creates a multimodal project inspired by the creative nonfiction style of "The Orchid Thief" by Susan Orlean. Students choose a collectible item and immerse themselves in the subculture of the collectors. The project includes participation in library and field research, interviews, photography and graphic…

Part one of a two-part article, it provides a rationale for broadening linguistic theory to include multi-media language. (DD)

Suggests ideas and materials for developing a media sourcebook useful to English teachers. (RB)

Describes a poetry project encouraging the student, through multimedia, to perceive poetry as a personal creative activity. (MM)

Lists 48 media sources, including publishers and addresses, with a brief description of materials. (RB)

Describes the title project and concludes that students profited both from the thematic approach and from the experience of independent study supported by individual conferences. (JB)

Describes a high school Humanities program for the study of Man's dilemmas, demonstrated in current problems of alienation, and reflected in literature, art, music, and drama. (Author/GB)

Discusses the growth, development, and problems encountered in an English Department pilot project set up to teach three eight-week humanities units, without the aid of outside resource people, or music and art teachers. (RB)

Suggests ways in which the English teacher, with little or no media background, can use media creatively in the typical classroom with no additional budget and borrowed equipment. (RB)

Three new approaches--one from theater, one from humanistic psychology, and one from the art world--promise different ways of handling English teaching. (Author)