Interpretive responses to images in picture books by primary and secondary school students: Exploring curriculum expectations of a 'visual grammatics'

Title
Interpretive responses to images in picture books by primary and secondary school students: Exploring curriculum expectations of a 'visual grammatics'
Publication Date
2015
Author(s)
Unsworth, Len
Macken-Horarik, Mary
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Wiley-Blackwell Publishing Ltd
Place of publication
United Kingdom
DOI
10.1111/eie.12047
UNE publication id
une:16994
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.
Link
Citation
English in Education, 49(1), p. 56-79
ISSN
1754-8845
0425-0494
Start page
56
End page
79

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