Narrative and multimodality in English language arts curricula : A tale of two nations

Journal article

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.
AuthorsMills, Kathy and Exley, Beryl
Abstract

[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).

Keywordsnarrative; multimodality; English language; arts; curriculum; educational policy
Year2014
JournalLanguage Arts
Journal citation92 (2), pp. 136-143
PublisherNational Council of Teachers of English
ISSN0360-9170
Web address (URL)https://www.jstor.org/stable/24575630
Page range136-143
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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Output statusPublished
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PrintNov 2014
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