Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/16759
Title: Interpretive responses to images in picture books by primary and secondary school students: Exploring curriculum expectations of a 'visual grammatics'
Contributor(s): Unsworth, Len (author); Macken-Horarik, Mary (author)
Publication Date: 2015
DOI: 10.1111/eie.12047
Handle Link: https://hdl.handle.net/1959.11/16759
Abstract: As well as maintaining the central role of literature, the new Australian Curriculum: English emphasises the multimodal nature of literacy and requires students in primary and secondary schools to develop explicit knowledge about visual and verbal grammar as a resource for text interpretation and text creation. This study investigated the use of visual grammatics in interpreting picture books by students across Years Four, Five, Seven and Ten following an intensive professional learning programme undertaken by their teachers. A proposed framework describes variation in students' interpretive stance from tactical to diegetic to semiotic. Levels of student semiotic understanding are differentiated and differences between students' oral and written interpretations are discussed in relation the need for explicit teaching of written interpretive responses to multimodal literary texts, drawing on an articulated visual and verbal grammatics appropriate to the teaching of English in primary and secondary schools.
Publication Type: Journal Article
Grant Details: ARC/DP110104309
Source of Publication: English in Education, 49(1), p. 56-79
Publisher: Wiley-Blackwell Publishing Ltd
Place of Publication: London, United Kingdom
ISSN: 1754-8845
0425-0494
Field of Research (FOR): 200401 Applied Linguistics and Educational Linguistics
139999 Education not elsewhere classified
130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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