The reading of multimedia texts (CD-ROMs) presents the user with a complex tasks. This article seeks to explore the reading of two factual CD-ROMs by analyzing two screens from each program using the work of Kress and van Leeuwen (1996) which maps systemic linguistic theory onto visual images. This analysis then provides the basis for discussing the ways in which users are influenced by the program's design and ideological positions. It concludes with a discussion of the implications for teaching using factual CD-ROM programs and how elementary students' explicit knowledge of texts can be enhanced by being critical users of these texts.

In addition to texts, images, sound, animation, video is in the education. These new elements in turn challenges our understanding of literacy demands that  both students and teachers  need to develop in order to negotiate such "multimodal" texts.

 

As O'Toole has indicated, functional semiotic assumes that every piece of communication has three main functions:

	to engage our attention and interest,
	to convey some information about reality,
	to structure these into a coherent textual form' (O'Toole, 1994).

Linguistically, these functions are Interpersonal function, Experiential function,  and Textual function.

In terms of the visual ideational metafunction, visual structures of representation can either be:

	narrative: presenting unfolding actions, events, process of change, transitory spatial arrangements
	conceptual-representing participants in terms of their more generalized and more or less stable and timeless essense.

Visual language is not transparent and universally understood, but culturally specific". (Kress and van Leeuwen, 1996).

Different social groups and individuals view the world from a particular perspective. Kress and van Leeuwen define coding orientations as 'sets of abstract principles which inform the way in which texts are coded by specific social groups, or within specific institutional contexts'. Within a single screen the user has to be able to comprehend different coding orientations. This raises the question of what different users interprets what they see on the screen because of their sociocultural background or lack of visual, textual and auditory literacy.

In terms of developing critical literacy, users need to be able to question the information presented as facts and consider what impinges upon their selection of information from within programs. They also need to see these as socially constructed texts and critique what writers/ designers of the program have chosen to include or exclude and how it has been constructed.

Both Encarta and the Animals are sources of information. Both present 'unbiased information experiencing the user to accept the information contained in the program. They construct the information differently and convey different messages to users. Encarta uses a scientific taxonomy to organize its information which is a useful educational tool in some contexts. The animals addresses information from an environmental perspective and would be useful in different contexts where an environmental and wildlife agenda is being specifically explored.

A multitude of analysis are necessary to fully understand the CD-ROMs. What is without doubt that a powerful literacy is necessary. Students need to be introduced to critical evaluative tools for use with CD-ROM multimodal texts to assist  them in being explicit and knowledgeable about textual and visual presentations which are becoming the basic sources of information.