What Does Multimodality Mean for English? Creative Tensions in Teaching New Texts and New Literacies
نویسندگان
چکیده
The argument for a pedagogy which embraces visual and multimodal representation is well established in academic circles (New London Group 1996, Kress and Van Leeuwen 1996, Cope and Kalantzis 2000) and a plethora of literacies congregate around the everexpanding subject English, as the prime site for innovation and development. However, the implications for current classroom practice are still emerging. This paper will focus on one case study from the ESRC Interactive Education Project to examine how working with multimodal texts offers new challenges and tensions for English teachers as well as creative opportunities to pupils for meaning making.
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