• Corpus ID: 61387414

Fairytales in Secondary English Classrooms? Exploring Multimodality, Visual Literacy and Student Resistance

  title={Fairytales in Secondary English Classrooms? Exploring Multimodality, Visual Literacy and Student Resistance},
  author={Nicole H. Peter Steeves},
The overall purpose of the project was to examine how multimodal texts could be used effectively in the Secondary English classroom. The fairytale unit included in the project, which was created for an English 11 course, featured exploration of student resistance to mediated and popular culture texts through critical reading and producing of original texts. The fairytale unit reflected the theoretical and conceptual frameworks of Vygotsky’s sociocultural theory, Rosenblatt’s transactional… 

The other art of computer programming: A visual alternative to communicate computational thinking

This study looks at the learning process and utilises the ideas of Gibson, Dewey and Piaget to consider the role of visual design in teaching programming and defines a framework for using pictures within learning computer science.

Moral Values in Western and Indonesian Stories: A Research on the Stories for the Ninth Grade of Junior High School

Moral value is one of the parts in a story which can be learned and adapted by students. Stories are classified into several kinds depending on their contents. There are two classifications of



Critical Literacy as an Approach to Literary Study in the Multicultural, High-School Classroom.

As an approach to literary study, critical literacy is not a widespread practice in New Zealand secondary schools. This article draws on a major project on teaching literature in the multicultural

Literacy, Media and Multimodality: A Critical Response.

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

Multimodal assessment of and for learning: A theory-driven design rubric

The empirical results of this study reveal that the theory-driven design rubric was useful for enhancing the students' understanding and awareness of the multimodal nature of presentation slides and led to improvement in their multimodAL text production.

Worlds Have Collided and Modes Have Merged: Classroom Evidence of Changed Literacy Practices.

Debates continue in public and in educational policy forums about the ‘basics’ of literacy while many have not recognised that these basics may never be the same again. Rapid changes in digital

Literacy in the arts: retheorising learning and teaching

Part I - Theorizing the arts and literacy. 1. Literacy and the arts: Interpretation and expression of symbolic form by Georgina Barton.- 2. First literacies: Art, creativity, play, constructive

Creating multimodal metalanguage with teachers

Curriculum guidelines, including the emergent Australian curriculum (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2009-10), indicate expectations that teachers will support

"Critical literacy helps wipe away the dirt on our glasses": Towards an understanding of reading as ideological practice

This paper reports on a qualitative teacher inquiry conducted in a tertiary, English-as-a-foreign-language classroom in Taiwan. The purpose of the study was, first, to implement a poststructuralist

Working multimodally: Challenges for assessment

This article explores the emergence of multimodality as intrinsic to the learning, teaching and assessment of English in the Twenty-First Century. With subject traditions tied to the study of

Video “Reading” and Multimodality: A Study of ESL/Literacy Pupils’ Interpretation of Cinderella from Their Socio-historical Perspective

The purpose of this study was to investigate how Hispanic ESL/literacy learners used their socio-historical experiences and multimodal resources to mediate interpretation and representation of

Weaving multimodal meaning in a graphic novel reading group

Despite the interest that literacy educators in the United States have expressed in graphic novels as a pedagogical tool, few empirical studies have asked how readers interact with their multimodal