Jewitt, Carey (2005) Multimodality, "reading" and "writing" for the 21st century. Discourse: Studies in the Cultural Politics of Education, 26 (3). pp. 315-332. ISSN 0159-6306Full text not available from this repository.
|Not from UCL IOE?|
|Additional Information:||This paper explores how the relationship of image and word is reconfigured in the move from page to screen and how this impacts on students’ text production and reading in English secondary schools. Taking a multimodal approach it investigates the changing role of writing on screen, in particular how the visual character of writing and the increasingly dominant role of image unsettle and de-centre the predominance of word. Through illustrative examples of ICT applications and students’ interaction with these in school English and Science (and games) the paper examines how digital texts seem to promote image over writing. The paper discusses what all of this means for literacy and how readers of school age interpret multimodal texts. The application of this approach is significant for current debates within education on literacy, technology and learning and has implications for the conception of reading and writing in the 21st century school.|
|Divisions:||IOE Departments > Departments > Learning, Curriculum and Communication
IOE Departments > Departments > London Knowledge Lab
|Depositing User:||IOE Repository Editor (2)|
|Date Deposited:||15 Jan 2010 15:58|
|Last Modified:||29 Jan 2015 08:09|