NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ834710
Record Type: Journal
Publication Date: 2005-Sep
Pages: 17
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0159-6306
Multimodality, "Reading", and "Writing" for the 21st Century
Jewitt, Carey
Discourse: Studies in the Cultural Politics of Education, v26 n3 p315-331 Sep 2005
As words fly onto the computer screen, revolve, and dissolve, image, sound, and movement enter school classrooms in "new" and significant ways, ways that reconfigure the relationship of image and word. In this paper I discuss these "new" modal configurations and explore how they impact on students' text production and reading in English schools. I look at the changing role of writing on screen, in particular how the visual character of writing and the increasingly dominant role of image unsettle and decentre the predominance of word. Through illustrative examples of ICT applications and students' interaction with these in school English and science (and games in a home context), I explore how they seem to promote image over writing. More generally, I discuss what all of this means for literacy and how readers of school age interpret multimodal texts. (Contains 1 note and 6 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)