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Multimodality has long been the reality of school curriculum materials, but the latter part of the 20th century has seen a significant shift to the prominence of images (Goodman & Graddol, 1996; Kress, 1995, 1997, 2000). The proliferation of computer-based resources has drawn attention to the increasing role of multimodal and intermodal features of textual materials in digital forms (Baldry, 2000; Bolter, 1998; Jewitt, 2002; Lemke, 2002) and in hard copy forms (Henderson, 1999; Royce, 1998; Russell, 2000). Nevertheless, many teachers and students see multimodality as a naturalized aspect of conventional hard copy and computer-based texts, and their visual, verbal, acoustic, and digital 'constructedness' is rarely addressed in classroom work. |
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