The Importance of Non-Print Texts in the ELA Classroom

 “Media study does not replace text. It broadens and deepens our understanding of texts.”

Philip M. Anderson, “Visual & Verbal Thinking” in Media Literacy, A Reader

I started out my research with a large topic, and as I thought more critically about the relevance to my teaching practice, I landed on non-print texts in the classroom. Digital literacy is an evolving topic as our world shifts focus to a more online, short video, way of spreading news. This was the motivation to narrowing my options down to non-print texts. This isn't to say that the other options, poetry and drama, are less relevant in today's world, they are still topics that I would love to learn more about, but it's to say that I want to stay caught up in the best practice and keep my teaching materials interesting and engaging for my future students!

"What are non-print texts?"

Non-print texts are any form of communication that doesn't rely on the traditional printed words. These texts use images, visuals, audio, or video to spread their message. 

"Why should I include these?"

That's a great question! Including non-print texts in your instruction is not only more engaging and interacting for your students, but they also provide additional entry points into your topic. Using non-print texts in your curriculum will benefit all students, but especially English Language Learners. Research shows that using technology and non-print texts will boost reading motivation, collaborative learning, and reading performance. Not to mention that as teachers are adapting their curriculum to meet their students' needs, the definition of literacy is being expanded to include all forms of media. 

"Does it work?"

A lot of research shows that the implementation of non-print texts has been very successful in all types of classrooms, from adult learners to middle school teachers. Throughout my research, it is recommended to pair print texts with relevant non-print texts. 

In my own practice, I've used paintings and videos alongside coursework. In the classroom, students were excited to see different perspectives and diverse ways of interpreting what we are reading. Even my students that I struggle to get to buy in to the activities participate when there is a non-print text in my instruction.

"How do I do it?"

Honestly, there isn't a best way to pair non-print texts with print texts. Obviously, you want to find something that relates to what you are reading in class, but there isn't any way of immediately finding a non-print text without some research. 

English is an Arts class, which means that, as educators, we are embracing the arts as well. Not to add more to our plate, but being more intentional when consuming diverse texts, and diving into the arts, will give our students a more colorful palette.

Sources!

Guglietti, Maria. "Redefining visual literacy in an era of visual overload: The use of reflective visual             journals to expand students' visual thinking." Journal of University Teaching & Learning Practice,          20(4). https://doi.org/10.53761/1.20.4.03

Hagood, Margaret Carmody. "Media Literacy Education: On the Move." Journal of Media Literacy                 Education, vol. 3, no. 1, 2011, pp. 11-13

Magro, Karen. "Encouraging Transformative and Creative Learning in Adult Literacy Education                     through Artistic Literacies." Australian Journal of Adult Learning, vol. 64, no. 3, 2024, pp. 347-            375.

Simsek, B. "The effects of the digitally supported multimodal print texts on students' summarizations             skills." International Journal of Modern Education Studies, 7(1), 21-37. https://doi.org/20.51383/             ijonmes.2022.300

Zuo, Xinyue and Denise Ives. "Technology-Assisted Reading Instruction for English Language                     Learners: A Methodological Review." ECNU Review of Education, vol. 7, no. 2., 2024, pp. 258-            282.