Özet:

Studies related to the use of multimodal texts which are defined as settings where scripts, paroles, static and mobile images could be used together, have increased recently. Concentrating upon the meaning that is constructed together rather than the meaning made by each component in multimodal texts seems to be important because the meaning in multimodal texts appears not by taking the components separately but by contextualizing them. Those characteristics of multimodal texts reveal the idea that multimodal literacy teaching should be taken into consideration as separately at faculties of education. A case study method which is among qualitative research methods was used in this study which intended to reveal prospective teachers’ views regarding multimodal literacy teaching. 61 prospective teachers studying at Canakkale Onsekiz Mart University, Department of Turkish Education, 4th grade and their views were taken into consideration within the scope of the study. Through the findings, it was revealed that prospective teachers have a low level of awareness regarding multimodal text structure and multimodal literacy teaching. Besides, about two thirds of prospective teachers (f=42) suggested the idea that multimodal texts should be used in Turkish courses at secondary schools and just 1 of them expressed as being qualified enough regarding multimodal literacy teaching.

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