Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/27459
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dc.contributor.authorO'Brien, Annemareeen
dc.contributor.authorUnsworth, Leonarden
dc.contributor.authorChan, Evelineen
dc.contributor.authorAdlington, Rachaelen
dc.date.accessioned2019-08-21T06:21:54Z-
dc.date.available2019-08-21T06:21:54Z-
dc.date.created2018-03-21en
dc.date.issued2018-10-26-
dc.identifier.urihttps://hdl.handle.net/1959.11/27459-
dc.descriptionPublications during candidature:<br> <br> O'Brien, A. (2014). Using focalisation choices to manipulate audience viewpoint in 3-D animation narratives: What do student authors need to know? In L. Unsworth and A. Thomas (Eds.), English Teaching and New Literacies Pedagogy: Interpreting and authoring digital multimedia in the classroom. New York, NY: Peter Lang Publishing Group.<br> <br> Chandler, P. D., O'Brien, A., and Unsworth, L. (2010). Towards a 3-D multimodal curriculum for upper primary school. Australian Educational Computing, 25(1), 34-40.<br> <br> Chandler, P. D., Unsworth, L., and O'Brien, A. (2012). Evaluation of students’ digital animated multimodal narratives and the identification of high-performing classrooms. Journal of Literacy and Technology, 13(3), 80-115.<br> <br> O'Brien, A., Chandler, P. D., and Unsworth, L. (2010). 3-D multimodal authoring in the Middle Years: A research project. Synergy, 8(2). Retrieved from http://www.slav.vic.edu.au/synergy/volume-8-number-2-2010/research/79-3-D-multimodal-authoring-in-the-middle-years-a-research-project.en
dc.description.abstractMeaning-making is at the heart of all literate practices. Teaching students how to make meaning through creating multimodal texts is increasingly important as digital, screen-based technologies extend everyday communication practices beyond traditional print literacy to incorporate complex new semiotic knowledge. This case study, undertaken in an Australian primary school, examines the implementation of a pedagogy for teaching primary students how to design visual meaning in creating animation stories to gain more authorial control over their storytelling. Positioned within a critical gap between the potential afforded by new communication technologies, and the scarcity of empirical evidence for supporting teachers to plan and deliver quality instruction in teaching meaning-making in different modes, this research is both significant and timely.<br/> Informed by systemic functional semiotics (SFS), this study identifies a systematic theorised account of the semiotic content knowledge teachers need to teach students to effectively design interactive meaning and viewer perspective in visual storytelling, using still and moving image semiotic resources. This specialised 'content knowledge' of what to teach was combined with teacher 'pedagogic knowledge' of how to best teach this as 'pedagogical content knowledge' (PCK). Three iterative pedagogical interventions were undertaken with different iterations of upper primary classes in the school over eighteen months, with informed, explicit, and scaffolded instruction around students creating their own animation stories. Evaluation of each intervention was based on the impact on student learning of the semiotic design content taught, judged through analysis of animation stories and interviews from a small sample of student exemplars identified for each intervention (ten in total). Based on these findings, the PCK was evaluated and refined across each of the interventions.<br/> Evidence from this small case study suggests that explicitly teaching students to design interactive meaning and viewer perspective in their moving image stories can provide students with greater creative mastery over their storytelling. By the second intervention, students in the small sample examined were able to make informed and creative semiotic choices to achieve particular effects on their viewer, and to talk about why they made these design choices. In this emergent area of inquiry, the semiotic design knowledge developed through this case study contributes to the development of urgently needed pedagogic guidance for teaching primary school students how to make meaning in composing moving image texts.en
dc.languageenen
dc.relation.urihttp://dx.doi.org/10.3726/978-1-4539-1311-6en
dc.titleTeaching Primary Students to Design Viewer Perspective and Interactive Meaning in Their Animation Storiesen
dc.typeThesis Doctoralen
dc.subject.keywordsComparative and Cross-Cultural Educationen
dc.subject.keywordsEnglish and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)en
local.contributor.firstnameAnnemareeen
local.contributor.firstnameLeonarden
local.contributor.firstnameEvelineen
local.contributor.firstnameRachaelen
local.subject.for2008130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)en
local.subject.for2008130302 Comparative and Cross-Cultural Educationen
local.subject.seo2008930299 Teaching and Instruction not elsewhere classifieden
dc.date.conferred2018en
local.hos.emailhosedu@une.edu.auen
local.thesis.passedPasseden
local.thesis.degreelevelDoctoralen
local.thesis.degreenameDoctor of Philosophy - PhDen
local.contributor.grantorUniversity of New Englanden
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailaobrie22@myune.edu.auen
local.profile.emaillunswort@une.edu.auen
local.profile.emailechan4@une.edu.auen
local.profile.emailradlingt@une.edu.auen
local.output.categoryT2en
local.access.restrictedtoAccess restricted until 2021-10-26en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune_thesis-20180321-162135en
local.contributor.lastnameO'Brienen
local.contributor.lastnameUnsworthen
local.contributor.lastnameChanen
local.contributor.lastnameAdlingtonen
dc.identifier.staffune-id:lunsworten
dc.identifier.staffune-id:echan4en
dc.identifier.staffune-id:radlingten
dc.identifier.studentune-id:aobrie22en
local.profile.orcid0000-0002-1096-0158en
local.profile.orcid0000-0001-8696-2347en
local.profile.roleauthoren
local.profile.rolesupervisoren
local.profile.rolesupervisoren
local.profile.rolesupervisoren
local.identifier.unepublicationidune:_thesis-20180321-162135en
local.identifier.unepublicationidune:_thesis-20180321-162135en
local.RightsStatementCopyright 2018 - Annemaree O'Brienen
dc.identifier.academiclevelStudenten
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.thesis.bypublicationNoen
local.title.maintitleTeaching Primary Students to Design Viewer Perspective and Interactive Meaning in Their Animation Storiesen
local.output.categorydescriptionT2 Thesis - Doctorate by Researchen
local.access.restrictuntil2021-03-21en
local.access.yearsrestricted3en
local.school.graduationSchool of Educationen
local.search.authorO'Brien, Annemareeen
local.search.supervisorUnsworth, Leonarden
local.search.supervisorChan, Evelineen
local.search.supervisorAdlington, Rachaelen
local.uneassociationYesen
local.year.conferred2018en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/4f7640be-fd95-4e3f-9a93-883e40c78d96en
local.subject.for2020390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)en
local.subject.for2020470401 Applied linguistics and educational linguisticsen
local.subject.seo2020160304 Teaching and instruction technologiesen
local.codeupdate.date2022-03-31T10:49:34.105en
local.codeupdate.epersonechan4@une.edu.auen
local.codeupdate.finalisedtrueen
local.original.for2020390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)en
local.original.for2020390401 Comparative and cross-cultural educationen
local.original.seo2020undefineden
Appears in Collections:School of Education
Thesis Doctoral
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