Reading multimodal texts through a narrative theory framework
[Abstract] | |
Type | Article |
Document no. | 118128 |
Author | Chan, Caroline. National Institute of Education, Nanyang Technological University, Singapore |
Second author | Chia, Alexius. National Institute of Education, Nanyang Technological University, Singapore. |
Pages | pp. 107-114 |
Host Item Entry |
International Journal of Bilingual and Multilingual Teachers of English. Vol.2, no. 2, 2014
|
Electronic Location | Full text (PDF) |
Descriptors | Reading - Multimedia instruction - Story telling - Teaching methods |
Language of document | English |
Country | Bahrain |
Narratives are traditionally associated with the printed word. On the other hand, when visuals are introduced in a classroom context, the printed word often tends to be left out of the discussion with most attention focused on the illustrations. For multiliteracy development and a deeper understanding and appreciation of multimodal texts, the reading of such texts could entail a process where learners ‘mirror’ print texts and illustrations simultaneously. This paper examines the changing landscape of literacy teaching and learning in ESL and EFL classrooms. It discusses the nature and key issues related to reading multimodal texts. It also introduces a binary-reading process in which multimodal texts can be analysed through a modified narrative theory framework. It defines the various components of the framework and demonstrates application, ultimately addressing the subject of what constitutes appropriate and effective literacy pedagogy for changing times. (Author's abstract)
(APA) Style Always review your references for accuracy and make any necessary corrections before using: | |
Chan, Caroline.. (2014). Reading multimodal texts through a narrative theory framework . International Journal of Bilingual and Multilingual Teachers of English. Vol.2, no. 2, 2014. pp. 107-114 Retrieved from search.shamaa.org |