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ERIC Number: EJ1014687
Record Type: Journal
Publication Date: 2013-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1741-4350
Literacy, Media and Multimodality: A Critical Response
Bazalgette, Cary; Buckingham, David
Literacy, v47 n2 p95-102 Jul 2013
In recent years, literacy educators have increasingly recognised the importance of addressing a broader range of texts in the classroom. This article raises some critical concerns about a particular approach to this issue that has been widely promoted in recent years-- the concept of "multimodality". Multimodality theory offers a broadly semiotic approach to analysing a range of communicative forms. It has been widely taken up by literacy educators, initially at an academic level, and has begun to find its way into policy documents, teacher education and professional development and classroom practice. This article presents some criticisms, both of the theory itself and of the ways in which it has been taken up within the wider context of curriculum change. It argues that, in its popular usage, multimodality theory is being appropriated in a way that merely reinforces a long-standing distinction between print and 'non-print' texts. This contributes in particular to a continuing neglect of the specificity of moving image media -- media that are central to the learning and everyday life experiences of young children. Drawing on recent classroom-based research, the article concludes by offering some brief indications of an alternative approach to these issues.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A