Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/5685
Title: Multimodality and reading: The construction of meaning through image-text interaction
Contributor(s): Unsworth, Leonard  (author); Cheirigh, Chris (author)
Publication Date: 2009
Handle Link: https://hdl.handle.net/1959.11/5685
Abstract: The reconceptualization of literacy and literacy pedagogy has been increasingly advocated as a research imperative in view of the increasingly multimodal nature of paper and digital media texts (Chandler-Olcott and Mahar, 2003; Hull and Nelson, 2005; Karnil 'et al'., 2000; Lemke, 2006; Leu 'et al'., 2004; Richards, 2001). Many see image-text relations as central to such a reconceptualization (Andrews, 2004; Bolter, 1998; Boulter, 1999; Dresang, 1999; Jewitt, 2002, 2006; Jewitt and Kress, 2003; Kress, 2003b; Luke, 2003; New London Group, 2000). Although a good deal of recent work addresses the ways in which images construct meanings, very little has specifically addressed the intersemiotic semantic relationships 'between' images and language to show how the visual and verbal modes interact to construct the integrated meanings of multimodal texts (Martinec and Salway, 2005; Royce, 2007).While some descriptive accounts have emerged such as McCloud's (1994) explication of image-language interaction in graphic novels, and educational work on science textbooks (Roth 'et al'., 2005), research within systemic functional semiotics has provided a systematic account of a "semantic system of image-text relations that would map out how images and text interact" (Martinec and Salway, 2005: 341). Nevertheless, the development of a generalized semiotic system describing the semantics of the co-articulation of image and language remains in its infancy (Kress, 2001; Lemke, 2006; MackenHorarik, 2003; Unsworth, 2008). Advancing understanding of how images and language interact to construct meaning seems crucial in seeking to reconceptualize literacy and literacy pedagogy from a multimodal perspective. The discussion in this chapter seeks to contribute to this kind of advancement.
Publication Type: Book Chapter
Source of Publication: The Routledge Handbook of Multimodal Analysis, p. 151-163
Publisher: Routledge
Place of Publication: London, United Kingdom
ISBN: 9780415434379
0415434378
Field of Research (FOR): 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
Socio-Economic Objective (SEO): 930201 Pedagogy
HERDC Category Description: B2 Chapter in a Book - Other
Other Links: http://nla.gov.au/anbd.bib-an43761698
http://www.routledge.com/books/details/9780415434379/
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Editor: Editor(s): Carey Jewitt
Appears in Collections:Book Chapter
School of Education

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