Déstabiliser la multimodalité : réinventer et revisiter de nouveaux futurs sémiotiques

This article studies the history of multimodal literacy to revisit new semiotic futures in education. It discusses the interdisciplinarity of multimodality to make explicit its characteristics, its modes, and its timescales. The multimodal literacy history implies ways to reimagine futures in literacy, across all types of communication and text genres. In order to study those futures, the article highlights key multimodal terms, including sign, mode, timescale, and its multiplicative effects, terms which open ways to access a text's or a work's meaning. To reimagine semiotic futures for multimodality is to engage on the effects, emotions, and possible immersive worlds in digital genres, as well as the potentialities of modal mode and compositions. To guide through this exploration, the article focuses on contemporary works and on research conducted in high schools to better identify what multimodality can bring to education.