This article explores the pedagogical significance of comparing twentieth-century literary texts with their cinematic and artistic adaptations in the development of multimodal literacy. The study analyzes how literature, film, and visual arts collectively contribute to students’ interpretative, analytical, and communicative competencies in modern education. Through comparative analysis of selected literary works and their film or artistic counterparts, the research demonstrates that multimodal approaches enhance critical thinking, intercultural awareness, and textual comprehension. The paper also examines the role of digital technologies and visual culture in transforming traditional literary education into a multidimensional learning process. The findings reveal that multimodal literacy enables learners to decode meaning through verbal, visual, auditory, and symbolic systems simultaneously, thereby improving educational outcomes in language and literature classrooms.
Rustamovna Umida (Fri,) studied this question.