Multimodal Literacy and the Digital Humanities Intersection: A Transformative Approach for Higher Education

Abstract

Multimodal literacy—the ability to interpret and engage with multiple forms of communication, including visual, textual, digital, and auditory—has become an essential competency in higher education. This paper explores the role of multimodal literacy in contemporary learning environments, emphasizing its significance in preparing students for the modern workforce. The study applies key theoretical frameworks such as semiotics, transformative learning theory, multiliteracies framework, and multimodality, arguing that multimodal literacy enhances critical thinking, creativity, technological competence, and overall learning outcomes. Using the Digital Humanities (DH) course for Arts disciplines as a case study, this research examines student experiences, instructional challenges, and successes in multimodal learning. Findings reveal that while DH fosters intellectual engagement with digital tools, challenges such as digital literacy gaps, infrastructure limitations, and faculty readiness hinder its full potential. The paper concludes with recommendations for integrating multimodal literacy into the Nigerian higher education system to enhance student engagement and career readiness.