Module No.

& Title Module 3: Multimodal Texts and Communication Aids

and Strategies Using Tools of Technology
Welcome to Module 3 of Purposive Communication
Course! In this module, you will be able to evaluate the
messages and/or images of different types of text
Module Overview settings using appropriate registers;
∙ Adopt awareness of audience and context
in presenting ideas;
∙ Create an audio-visual, and/or web-based
presentation to promote cultural values.

This module contains the following

lessons:

Lesson 1: Multimodal Text and Cultural

Module Objectives/ Outcomes

Lessons in the Module

reflecting different cultures. Also, you will
become aware of the different tips on how
to properly use the different
communication aids to share or promote
one’s idea or thoughts effectively.

At the end of the module, the students are

expected to: ∙ Evaluate multimodal text
Sensitivity in Multimodal Text
critically to enhance receptive (listening, Lesson 2: Technology-based
reading, viewing) skills; ∙ Convey ideas Communication Tools and Multi-media
through oral, audio-visual, and/or Presentation
web-based presentations for different
target audiences in local and global
Lesson 1
MULTIMODAL TEXT AND
CULTURAL SENSITIVITY
IN MULTIMODAL TEXT
Module No. and Title : Module 3: Multimodal Texts and Communication
Aids and Strategies Using Tools of Technology

Lesson No. and Title : LESSON 1: Multimodal Text and Cultural

Sensitivity in Multimodal Text
: At the end of the lesson, the students will be able
to:
∙ Evaluate multimodal text critically to enhance
receptive (listening, reading, viewing) skills;
audiences in local and global settings
Learning Outcomes
using appropriate registers; and
∙ Convey ideas through oral,
audio-visual, and/or web-based ∙ Adopt awareness of audience and
presentations for different target context in presenting ideas.

Time Frame : 1 week

INTRODUCTION

I
Welcome to the first lesson of Module 3, entitled, “Multimodal Text and
Cultural Sensitivity in Multimodal Text”. This lesson focuses on evaluating
messages and/or images of different types of texts reflecting different cultures. This
lesson includes multimodal text and cultural sensitivity in multimodal text.
ACTIVITY I “Film Viewing”

Activity No. 1

Directions: Watch the short clip entitled, Multimodal Text on this link:
https://www.youtube.com/watch?v=se3G8LV40gg. Then on the organizer below,
write examples of the multimodal texts and/or communication.
ANALYSIS

Activity No. 2
“Pictures Analysis”

Directions: Compare the two pictures below. In the following table, write your
observations on both pictures (can be words or phrases). Afterwards, write a short
paragraph about which of the two pictures below you preferred more and explain why.

Picture A Picture B

My observations in…
Picture A Picture B
Which of the two pictures you preferred more? Explain why.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
ABSTRACTION

❖ Multimodal

Multimodal is a dynamic convergence of two or more communication modes

within the same text. All modes are attended to as part of meaning-making (The
New London Group, 1996).
Examples: image, gesture, music, spoken language, and written language

❖ What is a multimodal text?

A multimodal text combines two or more semiotic systems like picture book,
in which the textual and visual elements are arranged on individual pages that
contribute to an overall set of bound pages; webpage, in which elements such as sound
effects, oral language, written language, music and still or moving images are
combined; and live performance, in which gesture, music, and space are the main
elements.

It can be delivered via different media or technologies like paper (books,

comics, posters), digital (slide presentations, e-books, blogs, e-posters, web pages,
and social media, through to animation, film and video games), live (a performance or
an event) and trans media (story that is told using multiple delivery channels through
a combination of media platforms, such as: book, comic, magazine, film, web series,
and video game).

According to The New London Group (1996), there are five semiotic systems to
make meanings in a multimodal text:

∙ Written or Linguistic meaning: for spoken and written language through the
use of vocabulary, generic structure and grammar

∙ Audio meaning: for music, sound effects, noises, ambient noise, and silence,
through use of volume, pitch and rhythm.

∙ Visual meaning: for still and moving images through the use of color, saliency,
page distance and angle; camera movement, subject movement.

∙ Gestural meaning: for movement of body, hands and eyes, facial expression
layouts, vectors, viewpoint, screen formats, visual symbols, shot framing,
subject demeanors, and body language, and use of rhythm, speed, stillness and
angles.

∙ Spatial meaning: for environmental and architectural spaces and use of

proximity, direction, layout, position of and organization of objects in space.
Multimodality is substantial in constructing activities that go beyond print-based
literacies (Harste, 2010). It recognizes that the digital media affordances make modes
other than text increasingly valuable (Cope & Kalantzis, 2009). It also provides
opportunities for students to bring existing literacies into the classroom (Mills, 2010;
Curwood & Cowell, 2011).

❖ CULTURAL SENSITIVITY IN A MULTIMODAL TEXT

Culture comes in many shapes and sizes. It includes areas such as politics,
history faith, mentality, behavior and lifestyle. The following examples demonstrate
how a lack of culture sensitivity led to failure:

∙ Sony Corporation
promoted a
Black-against
white ad in their
multi-vignette
PlayStation
amine Portable
campaign in 2006.
The ad
featured a strong-looking white woman
dressed in all white, clawing and dominating
a subordinate Black woman The ad was
constructed to promote their new ceramic
white PSP. It depicted racism for the black.

∙ When coloring in 800,000 pixels on a map of India, Microsoft colored eight of

them in different shades of green to represent the disputed Kashmir territory.
The difference in greens meant Kashmir was shown as non-Indian, and the
product was promptly banned in India. Microsoft was left to recall all 200,000
copies of the offending Windows 95 operating system software to try and heal
the diplomatic wounds. It cost them millions.

∙ The fast food giant McDonald's spent thousands on a new TV ad to target the
Chinese consumer. The ad showed a Chinese man kneeling before a
McDonald's vendor and begging him to accept his expired discount coupon.
The ad was pulled due to a lack of cultural sensitivity on McDonald's behalf.
The ad caused uproar over the fact that begging is considered a shameful act in
Chinese culture.
∙ A nice example of how pictures don't translate well across cultures is the time
staff at the African port of Stevedores saw the 'internationally recognized'
symbol for "fragile" (i.e. broken wine glass) and presumed it was a box of
broken glass. Rather than waste space they threw all the boxes into the sea.

∙ When the US firm Gerber started selling baby food in Africa, they used the same
packaging as in the US, i.e. with a picture of a baby on the label. Sales
flopped and they soon realized that in Africa, companies typically place
pictures of contents on their labels.

∙ Pepsodent tried to sell its toothpaste in South East Asia by emphasizing that it
"whitens your teeth." They found out that the local natives chew betel nuts to
blacken their teeth which they find attractive.

∙ The film "Hollywood Buddha" showed a complete lack of

cultural sensitivity by causing outrage and protest on the
streets of Sri Lanka, Malaysia and Burma when the designer
of the film's poster decided to show the lead actor sitting on
the Buddha's head, an act of clear degradation against
something holy.

∙ The concept of Big Brother was somehow taken to the Middle East. The show
was pulled of the air after its first few episodes due to public protests and
pressure from religious bodies stating the show's mixed sex format was against
Islamic principles

∙ A golf ball manufacturing company packaged golf balls in packs of four for
convenience purchase in Japan. Unfortunately, the number 4 is equivalent to
the number sounding like the word "death". The company had to repackage
the product.

Language

The business world is littered with poor translations that have caused great
embarrassment to their perpetrators due to their lack of cultural sensitivity. The
following are some of the choicest examples:

∙ IKEA once tried to sell a workbench called "FARTFULL" - not a hugely

popular product for obvious reasons.

∙ Both Clairol and the Irish alcoholic drink "Irish Mist" did not properly consider
the German language when they launched their products there. Clairol's
hair-curling iron Stick" and the drink "Irish Mist" both flopped - why? 'Mist'
translated in German as "manure".
∙ The Japanese seem to have a particular flair for naming products. The country
has given us gems such as "homo soap","coolpis", "Germ bread" and "Shito
Mix".

∙ A new facial cream with the name "Joni" was proposed for marketing in India.
They changed the name since the word translated in Hindi meant "female
genitals."

∙ Coors had its slogan, "Turn it loose," translated into Spanish, where it became
"Suffer from diarrhea”.

All the examples cited above could easily have been avoided by conducting some
basic research in respect to checking the concept, design, shape, color, packaging,
message or name in the target culture. In the majority of cases it is simply assumed
that 'if it is OK for us it is OK for them. If businesses want to succeed internationally,
cultural sensitivity must be at the heart of everything they do; from their personal
interaction and relationships with clients to the products/services they develop.

APPLICATION

Activity No. 3

“Evaluating Multimodal Texts”

Directions: Evaluate the following 2011 advertisements about Nivea’s shaving cream
and Dove’s visible care body wash. Then state the lacking cultural or language
sensitivity demonstrated on it. Be guided with the questions below.

Questions:

1. Describe the advertisements. What do they show?

2. What multimodal communication semiotic systems are present in the

advertisements? Describe how they were used.

3. Did the advertisements achieve emotional impact when you first saw it? What
emotions did the advertisements trigger in you?

4. What emotional response do you think the models were trying to evoke on
viewers? Did the models’ intention match your emotional reaction?
Explain.

5. What concept or idea do you think the models were trying to portray by the
advertisements?

6. Do you think the models were successful in translating these thoughts into culture
language sensitive form? What aspects of the advertisements lead you to this
conclusion?

7. What are the lacking cultural and language sensitivity demonstrated in the
advertisements?

8. What other modes can you use to present the idea or message in the ads above?

Activity No. 4
“Cultural Sensitivity in a Multimodal Text”

Directions: Form a group with 3-4 members only. Then, choose a cause-oriented
situation related to your field of discipline (such as: campaign ad promoting anti
bullying in social media, gender-biased free medical mission, product commercial
criticizing racism, campaign ad for environmental conservation, campaign ad
promoting wellness, representing a term in Linguistic and visual forms, promoting a
song or movie to students, directing a business proposal, etc.) Use the situation as
your subject in creating a multimodal text. Your multimodal text could be in different
format (such as poster, infographic, etc.) Make sure that the output will exhibit culture
and language sensitivity. Be guided with the rubrics for grading.
Criteria Description Points

Mode specific ∙ Mode communicates meaning. 30

purpose and ∙ Uses perspective, colour, sound, and language to
audience engage and hold readers’/viewers’ attention. ∙
Selects appropriate content to express personal
intentions, ideas and opinions.
∙ Organizes strongly around a unifying theme

Content ∙ Covers topic completely and in depth 30

∙ Content is readily understandable

∙ Media used contributes to understanding of topic

Use of ∙ Handles technical aspects and conventions of 20
technical different kinds of multimodal texts, including
features for line, colour, perspective, sound, camera angles,
effect and movement, gesture, facial expression, and
mechanics language.
∙ Chooses language, punctuation, font, typography,
and presentational techniques to create effects
and clarify meaning.
∙ Correct grammar, usage, mechanics and spelling
∙ All sources are cited correctly.

Culture and ∙ Exhibits sensitivity on culture and language ∙ 20

Language Neither bias nor discrimination is depicted in the
Sensitivity multimodal text.

TOTAL: 100

You have finished the lesson! You may now proceed to

Lesson 2: Technology-based Communication Tools and Multi-media

Presentation.