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Literary English and the challenge of multimodality

journal contribution
posted on 2013-09-11, 00:00 authored by Catherine BeavisCatherine Beavis
How to understand and argue for the nature and place of literary texts and experience in contemporary English curriculum has been and continues to be the subject of much debate. While literature as traditionally conceptualised remains an important presence in much English curriculum, the notion of what 'literature' is, or what the category of 'literary' texts and cultural forms might encompass, in a context where literacy is understood as multimodal and English and literacy curriculum addresses multimodal literacies accordingly, is less clear. This paper addresses two areas with respect to literature and literature teaching in the digital age: first, issues surrounding the ways in which national curriculum guidelines in England and Australia envisage the teaching of literature, in principle and in practice; and second, the challenges presented to print-based conceptions of literature and literature teaching within English by significantly broader conceptualisations of literature encompassing a range of aesthetic multimodal texts and forms. The kinds of insights, experience and understandings generated through the study and creation of literary and aesthetic texts in English, it is argued, are now needed more than ever. However, as literary experience becomes increasingly transmodal, how English seeks to manage media shift to encompass both print and digital forms remains a challenging issue.

History

Journal

Changing English: studies in culture and education

Volume

20

Pagination

241-252

Location

Abingdon, Eng.

ISSN

1358-684X

eISSN

1469-3585

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2013, The editors of Changing English

Issue

3

Publisher

Taylor and Francis