Interpretive Responses to Images in Picture Books by Primary and Secondary School Students: Exploring Curriculum Expectations of a 'Visual Grammatics'

Autor/inn/en	Unsworth, Len; Macken-Horarik, Mary
Titel	Interpretive Responses to Images in Picture Books by Primary and Secondary School Students: Exploring Curriculum Expectations of a 'Visual Grammatics'
Quelle	In: English in Education, 49 (2015) 1, S.56-79 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1111/eie.12047
Schlagwörter	Picture Books; National Curriculum; English Instruction; Elementary School Students; Secondary School Students; Faculty Development; Foreign Countries; Multiple Literacies; Grammar; Semiotics; Teaching Methods; English Curriculum; Teacher Workshops; Elementary School Teachers; Secondary School Teachers; Visual Literacy; Australia + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; English langauage lessons; Englischunterricht; Sekundarschüler; Ausland; Grammatik; Semiotik; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Australien
Abstract	As well as maintaining the central role of literature, the new Australian Curriculum: English emphasises the multimodal nature of literacy and requires students in primary and secondary schools to develop explicit knowledge about visual and verbal grammar as a resource for text interpretation and text creation. This study investigated the use of visual grammatics in interpreting picture books by students across Years Four, Five, Seven and Ten following an intensive professional learning programme undertaken by their teachers. A proposed framework describes variation in students' interpretive stance from tactical to diegetic to semiotic. Levels of student semiotic understanding are differentiated and differences between students' oral and written interpretations are discussed in relation the need for explicit teaching of written interpretive responses to multimodal literary texts, drawing on an articulated visual and verbal grammatics appropriate to the teaching of English in primary and secondary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01