Narrative and multimodality in English language arts curricula : A tale of two nations
Mills, Kathy and Exley, Beryl. (2014). Narrative and multimodality in English language arts curricula : A tale of two nations. Language Arts. 92(2), pp. 136-143.
|Authors||Mills, Kathy and Exley, Beryl|
[Extract] In this policy column, we focus on print and multimodal narrative, observing congruities and divergences between the role of narrative in English language arts curriculum policies in the elementary years in the US and Australia. Multimodality is defi ned here as the semiotic meanings that can be made from the interrelationship of two or more modes (Mills, 2011b). Modes are sign systems that describe socially and culturally shaped semiotic resources for making meaning, be they writing, drawing, music, or drama (Mills, 2011a).
|Keywords||narrative; multimodality; English language; arts; curriculum; educational policy|
|Journal citation||92 (2), pp. 136-143|
|Publisher||National Council of Teachers of English|
|Web address (URL)||https://www.jstor.org/stable/24575630|
|Research Group||Institute for Learning Sciences and Teacher Education (ILSTE)|
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