The chroma key perceived as a multimodal and multiliteracies teaching tool

Abstract

Although European language policy is a priority for competing economically while acknowledging citizens’ mobility, it also needs to consider the citizens’ digital competence to ensure social inclusion. Digital literacy is assumed as a key competence. In this article, we propose chroma key as a multiliteracies teaching tool allowing the production of storytelling through visual language, interpretation, sound and the text. Chroma key is a technique using a low-cost, green background placed behind a subject being photographed or recorded. Later, by means of a free computer program, some static or moving free images can be added behind the subject, along with some sound, which allows infinite virtual scenarios and stories beyond the space on which it has been recorded. This tool would enable adults from other cultures to participate, sharing their culture or stories in a recreated context, and expressing their needs to others through oral or corporal language code, possibly through dramatisation. Moreover, it will introduce them to digital competence and facilitate further interaction with others. So, it could be a suitable teaching tool to be actively used by learners to favour the development of their communicative and digital competences, meeting the goals of the European policy framework. This qualitative research investigates seventy-two future teachers’ perceptions regarding the use of this multimodal and multiliteracies tool. The qualitative data are processed by QDA Miner version 4.1. which provides frequency data as well. The results show that future teachers recognise this didactic tool as easy to use for visual personalised storytelling and therefore, for developing language students´ digital competence. Then, they highlight the creative and fun possibilities of this multimodal and multiliteracy tool. They underline the possibilities of increasing self-esteem, reducing stage fright and promoting inclusion among equals.