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Re-animation: multimodal discourse around text

Bryer, T; Coles, J; (2021) Re-animation: multimodal discourse around text. Literacy 10.1111/lit.12275. (In press). Green open access

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Abstract

This article offers a multimodal analysis of spontaneous, improvisatory interactions between pre-service teachers as they engage with a range of material resources connected to, or generated by, a literary text (in this case, the Old English poem Beowulf). We draw on an understanding of role as a form of frame, offering students a particular perspective on the material that they engage with and a heightened awareness of the signs that they make, and we consider the function of role in supporting learning. Using video evidence collected across a 2-day workshop, we select two key episodes for close analysis to illustrate the complex ways in which learners' spoken words, gestures and bodies combine in the processes of shared meaning-making, aspects of learning that tend to be ignored in official accounts of classroom literacy. In particular, we identify fleeting yet generative moments of role play that learners adopt while engaged in collaborative activities around images and a touchscreen, a form of embodied response we term ‘re-animation’.

Type: Article
Title: Re-animation: multimodal discourse around text
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/lit.12275
Publisher version: https://doi.org/10.1111/lit.12275
Language: English
Additional information: © 2021 The Authors. Literacy published by John Wiley & Sons Ltd on behalf of United Kingdom Literacy Association. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License (http://creativecommons.org/licenses/by-nc-nd/4.0/).
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10139400
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