The treatment of Multimodality in Childhood and Primary Education. The Spanish case under the LOMLOE curriculum
Abstract
Multimodality is a discipline or methodological approach that draws on social semiotics and is concerned with the meaning that is created through different configurations and combinations of communication modes. The new curricula for Infant and Primary Education in the Spanish education system, which came into force in September 2022, following the publication of Organic Law 3/2020 of 29 December, have introduced some new features in educational stages. One of these, which explicitly affects non-university education, is the inclusion of multimodality. The aim of this article is to analyse the treatment given to multimodality in the curricula of the educational stages of Infant and Primary Education in Spain. The aim of this paper is to understand the subjects in which multimodality has been given a place and the interpretation or uses made of the discipline in the national and regional curricula, with particular attention to those subjects linked to languages, literature and their didactics.
Downloads
Article download
Crossmark
License
In order to support the global exchange of knowledge, the journal Didáctica. Lengua y Literatura is allowing unrestricted access to its content as from its publication in this electronic edition, and as such it is an open-access journal. The originals published in this journal are the property of the Complutense University of Madrid and any reproduction thereof in full or in part must cite the source. All content is distributed under a Creative Commons Attribution 4.0 use and distribution licence (CC BY 4.0). This circumstance must be expressly stated in these terms where necessary. You can view the summary and the complete legal text of the licence.
