Designing and teaching of multimodal texts

Our age is the age of images. While there are innovations and advances in technology, communication has rapidly changed its source and basis under the influence of these developments. The old texts have been replaced by multimodal texts in which images and movement are used extensively. The traditional focus on literacy is no longer sufficient for students to navigate complex communication environments. Reading written text is replaced by visual reading; The act of writing is left to visual design. Traditional writing and text are no longer a part of communication. While new texts have become the means of communication of this century, the fact that students are just consumers has made them passive and reduced their creativity, and active literacy depends on producing these texts. This study aims to contribute to the studies on designing multimodal texts in language education by providing information that will guide teachers about the text characteristics of articulated texts, information processes, design stages, and education. In the research, document analysis was conducted, and a content analysis technique was used to examine the data. In order to collect data for the research, articles, postgraduate studies, and books written in the last thirty years were examined. As a result, the formats of articulated texts, their multidisciplinary aspect, and what to pay attention to in the design stages were evaluated in terms of our education system and it was emphasized that this is a neglected doctrine, and that this deficiency should be eliminated.