Creating multimodal metalanguage with teachers Cloonan, Anne 2011, Creating multimodal metalanguage with teachers, English teaching : practice and critique, vol. 10, no. 4, pp. 23-40. Attached Files Name Description MIMEType Size Downloads cloonan-creatingmultimodal-2011.pdf Published version application/pdf 251.01KB 349 Title Creating multimodal metalanguage with teachers Author(s) Cloonan, Anne orcid.org/0000-0003-0347-1687 Journal name English teaching : practice and critique Volume number 10 Issue number 4 Start page 23 End page 40 Total pages 18 Publisher School of Education, University of Waikato Place of publication Hamilton, N. Z. Publication date 2011-12 ISSN 1175-8708 Keyword(s) multimodal literacies multimodal metalanguage teacher research middle years Summary Curriculum guidelines, including the emergent Australian curriculum (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2009-10), indicate expectations that teachers will support their students’ interpretation and creation of multimodal texts. However, English curriculum guidelines are yet to advise on a detailed metalanguage to support teacher and student discussion of the meaning-making dimensions of multimodal texts. Theoretical work on the development of multimodal metalanguage is in its early stages, lacking ready application for use in diverse classroom contexts. This article reports on research into applications of a framework designed to help teachers add depth and breadth to teaching and learning about multimodal meanings through development of a metalanguage (Cope & Kalantzis, 2000). While application of this framework in middle-years classrooms was initially found to be problematic, working in collaboration with teachers this framework was adapted and enriched for classroom use. This resulted in a refined framework which can be used in classrooms for stimulating metalanguage to describe multimodal texts. Notes This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License, articles are copyrighted by the respective authors. Language eng Field of Research 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) Socio Economic Objective 930302 Syllabus and Curriculum Development HERDC Research category C1 Refereed article in a scholarly journal HERDC collection year 2011 Copyright notice ©2011, The Author Free to Read? Yes Use Rights Persistent URL http://hdl.handle.net/10536/DRO/DU:30042099 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Open Access Collection   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Thu, 09 Feb 2012, 08:58:24 EST Thu, 09 Feb 2012, 09:02:11 EST Fri, 10 Feb 2012, 09:06:02 EST Fri, 10 Feb 2012, 09:12:49 EST Fri, 10 Feb 2012, 09:14:03 EST Fri, 15 Feb 2013, 12:38:49 EST Tue, 28 Jan 2014, 11:47:30 EST Fri, 26 Aug 2016, 14:45:21 EST Mon, 05 Sep 2016, 15:29:09 EST Tue, 06 Sep 2016, 18:15:19 EST Fri, 07 Sep 2018, 12:03:07 EST Filtered Full Citation counts:   Cited 13 times in TR Web of Science Cited 10 times in Scopus Search Google Scholar Access Statistics: 849 Abstract Views, 349 File Downloads  -  Detailed Statistics Created: Thu, 09 Feb 2012, 08:58:04 EST by Kylie Koulkoudinas

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.