Yandell, John;
(2011)
Reading in a secondary English classroom: agency, interest and multimodal design.
Visual Communication
, 10
(1)
pp. 87-101.
10.1177/1470357210382197.
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Abstract
Research data gathered from a sequence of English lessons in a London secondary school are used to interrogate the ways in which reading is conceptualized in policy and realized in practice. Analysis of a PowerPoint presentation, created by two 13-year-old students, suggests the students’ ability to operate as sophisticated, multimodal sign-makers, using the resources of digital technologies in ways that are not acknowledged within the domain of schooled literacy.
| Type: | Article |
|---|---|
| Title: | Reading in a secondary English classroom: agency, interest and multimodal design |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1177/1470357210382197 |
| Publisher version: | https://doi.org/10.1177/1470357210382197 |
| Language: | English |
| Additional information: | This version is the author-accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Multimodality, design, mode, colour, interest, literacy, policy, curriculum |
| 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/10178486 |
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