شبكة المعلومات العربية التربوية

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)