Students and teachers constantly engage in everyday interactions in classrooms by drawing on various multilingual, multimodal and multisensory resources. They draw attention, not only to linguistic and personal relations, but also to artifacts, spatial organization, and other multimodal, sensory properties. In this third presentation, we unpack features of everyday transactions in classrooms from different perspectives on multimodality and literacy. Through different theoretical perspectives, we aim to explore conceptualizations of the two concepts and their relationship to assessment of multimodal texts in a school context.

The ambition is to illustrate how different views give attention to the material resources and/or the human meaning-making aspect of semiotic resources. We will discuss how these two aspects may relate to each other and how different comprehensions affect the assessment of students' multimodal texts.