Employing multi-modality in a health communication classroom: towards a participatory approach to learning

Abstract

Informed by social constructivism, this paper explores how an eclectic framework, participatory communication and multimodality can be utilized in a health communication classroom. This methodological approach engages a socio-semiotic framework that enables investigation of multimodal resources that are utilized in the design of health promotion texts. It does this through a critical analysis of a poster from a private hospital as an exemplar text, and Vygotsky’s scaffolding to initiate motivation, critical thinking and peer collaboration in a health communication classroom. Following the analysis, the paper recommends employment of pedagogical processes to facilitate empowerment of students, effective working relationships and effective team and interpersonal skills.