Developing the multimodal language of emotions of low SES primary students (LP150100030, 2016-2019)

Dataset

Mills, Kathy, Unsworth, Len, Williamson, Mark, Ferguson, Angela, Quinn, M., Clay, Rosalind, Trembath, Melissa and Maksoud, Tony. (2019). Developing the multimodal language of emotions of low SES primary students (LP150100030, 2016-2019) [Dataset]. https://doi.org/10.26199/5dfbfbaffd787
AuthorsMills, Kathy, Unsworth, Len, Williamson, Mark, Ferguson, Angela, Quinn, M., Clay, Rosalind, Trembath, Melissa and Maksoud, Tony
Abstract

This project planned to broaden the range of resources for students to communicate emotions through speech, writing and images. Such communication is important for social and economic success, particularly for disadvantaged students, and it is now part of the Australian curriculum. However, research shows that teachers are not equipped to teach these new curriculum requirements. The project unites a consortium of schools, visual media experts and policy makers to address this problem. The outcomes include innovative approaches to strengthen students' language skills for emotional expression and wellbeing, and e-learning resources for both teachers and students.

Set out below are a number of research outputs for the project:

• SELFIE Project ARC Linkage: LP150100030 Final Report (https://acuresearchbank.acu.edu.au/item/8x4x4)

• SELFIE – Strengthening Effective Language of Feelings In Education (https://selfieresearchproject.wordpress.com/) website and updates have been approved by the project's industry partners, including the Department of Education and the school principals.

The website includes:
• a summary of the research and the research findings
• teaching ideas
• a sample of the research data (links are provided below)
• a sample of recent research publications (for publications associated with this research, see the notes field below)
• media outreach, news and events
• research contact information

Keywordsmultimodal texts; literacy; multimedia; Australian Curriculum; language skills; equity; visual media; emotions; teaching and learning
Year2019
Digital Object Identifier (DOI)https://doi.org/10.26199/5dfbfbaffd787
Web address (URL)https://selfieresearchproject.wordpress.com/
https://selfieresearchproject.wordpress.com/research-publications/
FunderAustralian Research Council (ARC)
Open accessOpen access
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Related Output
Is supplemented byDeveloping the multimodal language of emotions of low SES primary students
Is supplemented byhttps://selfieresearchproject.wordpress.com/
Is supplemented byHandbook of writing, literacies, and education in digital cultures
Is supplemented byIntroduction : Digital diversity, ideology, and the politics of a writing revolution
Is supplemented bySensory literacies, the body, and digital media
Is supplemented byRace and racism in digital media : What can critical race theory contribute to research on techno-cultures?
Is supplemented byiPad animations : Powerful multimodal practices for adolescent literacy and emotional language
Is supplemented byMultimodal language of attitude in digital composition
Is supplemented byBig data for qualitative research
Data files
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Video
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Video
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Video
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Grant IDARC/LP150100030
Additional information

Bronze open access.

A number of publications are associated with this research grant:

• Handbook of writing, literacies, and education in digital cultures (https://acuresearchbank.acu.edu.au/item/87397), including:

- Introduction : Digital diversity, ideology, and the politics of a writing revolution (https://acuresearchbank.acu.edu.au/item/892wx)

- Sensory literacies, the body, and digital media (https://acuresearchbank.acu.edu.au/item/89802)

- Race and racism in digital media : What can critical race theory contribute to research on techno-cultures? (https://acuresearchbank.acu.edu.au/item/8v287)

• Multimodal literacy (https://acuresearchbank.acu.edu.au/item/89v27)

• iPad animations : Powerful multimodal practices for adolescent literacy and emotional language (https://acuresearchbank.acu.edu.au/item/863yw)

• Multimodal language of attitude in digital composition (https://acuresearchbank.acu.edu.au/item/8x2xz)

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Indigenous children's multimodal communication of emotions through visual imagery
Mills, Kathy A., Bellocchi, Alberto, Patulny, Roger and Dooley, Jane. (2017). Indigenous children's multimodal communication of emotions through visual imagery. Australian Journal of Language and Literacy. 40(2), pp. 95-108.
Multimodal literacy
Mills, Kathy A. and Unsworth, Len. (2017). Multimodal literacy. In Oxford research encyclopedia of education pp. 1-29 Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.232
Touch design and narrative interpretation: a social semiotic approach to picture book apps
Zhao, Sumin and Unsworth, L.. (2017). Touch design and narrative interpretation: a social semiotic approach to picture book apps. In In N. Kucirkova and G. Falloon (Ed.). Apps, Technology and Younger Learners: International evidence for teaching pp. 89 - 101 Routledge.
Functional grammatics: reconceptualizing knowledge about language and image for school English
Macken-Horarik, Mary, Love, Kristina, Sandiford, Carmel and Unsworth, L.. (2017). Functional grammatics: reconceptualizing knowledge about language and image for school English Routledge.
Stance-taking as negotiating academic conflict in applied linguistics research article discussion sections
Cheng, Fei-Wen and Unsworth, Len. (2016). Stance-taking as negotiating academic conflict in applied linguistics research article discussion sections. Journal of English for Academic Purposes. 24, pp. 43 - 57. https://doi.org/10.1016/j.jeap.2016.09.001
Indigenous ways with literacies : Transgenerational, multimodal, placed, and collective
Mills, Kathy A., Davis-Warra, John, Sewell, Marlene and Anderson, Mikayla. (2016). Indigenous ways with literacies : Transgenerational, multimodal, placed, and collective. Language and Education. 30(1), pp. 1-21. https://doi.org/10.1080/09500782.2015.1069836
Literacy theories for the digital age : Social, critical, multimodal, spatial, material and sensory lenses
Mills, Kathy A.. (2016). Literacy theories for the digital age : Social, critical, multimodal, spatial, material and sensory lenses Multilingual Matters.
Emotional experiences of preservice science teachers in online learning : The formation, disruption and maintenance of social bonds
Bellocchi, Alberto, Mills, Kathy A. and Ritchie, Stephen M.. (2016). Emotional experiences of preservice science teachers in online learning : The formation, disruption and maintenance of social bonds. Cultural Studies of Science Education. 11(3), pp. 629-652. https://doi.org/10.1007/s11422-015-9673-9
Humanizing digital literacies : A road trip in search of wisdom and insight
Rowsell, Jennifer, Burke, Anne, Flewitt, Rosie, Liao, Han-Teng, Lin, Angel, Marsh, Jackie, Mills, Kathy, Prinsloo, Mastin, Rowe, Deborah and Wohlwend, Karen. (2016). Humanizing digital literacies : A road trip in search of wisdom and insight. The Reading Teacher. 70(1), pp. 121-129. https://doi.org/10.1002/trtr.1501
The literacy curriculum : A critical review
Mills, Kathy A. and Unsworth, Len. (2016). The literacy curriculum : A critical review. In In Wyse, Dominic, Hayward, Louise and Pandya, Jessica (Ed.). The SAGE handbook of curriculum, pedagogy and assessment pp. 621-637 SAGE Publications Inc..
Interpretive responses to images in picture books by primary and secondary school students : Exploring curriculum expectations of a 'visual grammatics'
Unsworth, Len and Macken-Horarik, Mary. (2015). Interpretive responses to images in picture books by primary and secondary school students : Exploring curriculum expectations of a 'visual grammatics'. English in Education (online version). 49(1), pp. 56 - 79. https://doi.org/10.1111/eie.12047
Interrogating policy contradictions in literacy reforms about persuasive texts
Exley, Beryl and Mills, Kathy Ann. (2015). Interrogating policy contradictions in literacy reforms about persuasive texts. 2015 Annual Meeting of the American Educational Research Association. Chicago, IL 16 - 20 Apr 2015 American Educational Research Association. pp. 1-8
New ways of working 'with grammar in mind' in school English : Insights from systemic functional grammatics
Macken-Horarik, Mary, Sandiford, Carmel, Love, Kristina and Unsworth, Leonard. (2015). New ways of working 'with grammar in mind' in school English : Insights from systemic functional grammatics. Linguistics and Education. 31, pp. 145 - 158. https://doi.org/10.1016/j.linged.2015.07.004
New ways of working 'with grammar in mind' in school English : Insights from systemic functional grammatics
Macken-Horarik, Mary, Sandiford, Carmel, Love, Kristina and Unsworth, Len. (2015). New ways of working 'with grammar in mind' in school English : Insights from systemic functional grammatics. Linguistics and Education. 31, pp. 145 - 158. https://doi.org/10.1016/j.linged.2015.07.004
Decolonizing digital heritage practices for Indigenous literacy : A multimodal analysis of iPad Tellagami videos
Mills, Kathy Ann and Exley, Beryl. (2015). Decolonizing digital heritage practices for Indigenous literacy : A multimodal analysis of iPad Tellagami videos. 2015 Annual Meeting of the American Educational Research Association. Chicago, IL 16 - 20 Apr 2015 American Educational Research Association. pp. 1-12
Race, the senses, and the materials of writing and literacy practices
Mills, Kathy and Dreamson, Neal. (2015). Race, the senses, and the materials of writing and literacy practices. In In Turbill, Jan, Barton, Georgina and Brock, Cynthia (Ed.). Teaching writing in today's classrooms : Looking back to look forward pp. 301-315 Australian Literacy Educators' Association.
Reworking the appraisal framework in ESL research : Refining attitude resources
Ngo, Thu and Unsworth, Len. (2015). Reworking the appraisal framework in ESL research : Refining attitude resources. Functional Linguistics (online). 2(1), pp. 1 - 24. https://doi.org/10.1186/s40554-015-0013-x
Learning English pragmatics in China : An investigation into Chinese EFL learners’ perceptions of pragmatics
Yuan, Yifeng, Tangen, Donna, Mills, Kathy A. and Lidstone, John. (2015). Learning English pragmatics in China : An investigation into Chinese EFL learners’ perceptions of pragmatics. The Electronic Journal for English as a Second Language. 19(1), pp. 1-16.
Socio-spatial approaches to literacy studies : Rethinking the social constitution and politics of space
Mills, Kathy A. and Comber, Barbara. (2015). Socio-spatial approaches to literacy studies : Rethinking the social constitution and politics of space. In In Rowsell, Jennifer and Pahl, Kate (Ed.). The Routledge handbook of literacy studies pp. 91-103 Routledge. https://doi.org/10.4324/9781315717647
Transforming the core business of teaching and learning in classrooms through ICT
Chandra, Vinesh and Mills, Kathy A.. (2015). Transforming the core business of teaching and learning in classrooms through ICT. Technology, Pedagogy and Education. 24(3), pp. 285-301. https://doi.org/10.1080/1475939X.2014.975737
Persuasive narratives : Evaluative images in picture books and animated movies
Unsworth, Len. (2015). Persuasive narratives : Evaluative images in picture books and animated movies. Visual Communication. 14(1), pp. 73 - 96. https://doi.org/10.1177/1470357214541762
Doing digital composition on the social web : Knowledge processes in literacy learning
Mills, Kathy A.. (2015). Doing digital composition on the social web : Knowledge processes in literacy learning. In In Cope, Bill and Kalantzis, Mary (Ed.). A pedagogy of multiliteracies : Learning by design pp. 172-185 Palgrave Macmillan. https://doi.org/10.1057/9781137539724_10
Curriculum literacies: Accessing disciplinary discourses
Unsworth, Len. (2015). Curriculum literacies: Accessing disciplinary discourses. In In J. Turnbill, G. Barton and C. Brock (Ed.). Teaching writing in today's classrooms: Looking back to look forward pp. 262 - 280 Australian Literacy Educators' Association.
From 'bored witless' to 'rhetorical nous': Teacher orientation to knowledge about language and strengthening student persuasive writing
Love, Kristina, Sandiford, Carmel, Macken-Horarik, Mary and Unsworth, Len. (2014). From 'bored witless' to 'rhetorical nous': Teacher orientation to knowledge about language and strengthening student persuasive writing. English in Australia. 49(3), pp. 43 - 56.
The logogenesis of writing to learn: A systemic functional perspective
Klein, Perry D. and Unsworth, Len. (2014). The logogenesis of writing to learn: A systemic functional perspective. Linguistics and Education. 26, pp. 1 - 17. https://doi.org/10.1016/j.linged.2013.12.003
Cultural flows in an Aboriginal school : Deterritorializing textual production through a socially mediated Indigenous heritage
Mills, Kathy Ann. (2014). Cultural flows in an Aboriginal school : Deterritorializing textual production through a socially mediated Indigenous heritage. 2014 Annual Meeting of the American Educational Research Association. Philadelphia, PA 03 - 07 Apr 2014 American Educational Research Association. pp. 1-10
New challenges for literature study in primary school English : Building teacher knowledge and know-how through systemic functional theory
Macken-Horarik, Mary Rose and Unsworth, Len. (2014). New challenges for literature study in primary school English : Building teacher knowledge and know-how through systemic functional theory. Onomázein. https://doi.org/10.7764/onomazein.alsfal.1
Music, multiliteracies and multimodality : Exploring the book and movie versions of Shaun Tan's The Lost Thing
Barton, Georgina and Unsworth, Len. (2014). Music, multiliteracies and multimodality : Exploring the book and movie versions of Shaun Tan's The Lost Thing. Australian Journal of Language and Literacy. 37(1), pp. 3 - 20.
Teaching persuasive texts : Building a language of evaluation through hedging and moderated intensification
Mills, Kathy and Dooley, Karen. (2014). Teaching persuasive texts : Building a language of evaluation through hedging and moderated intensification. Literacy Learning: The Middle Years. 22(3), pp. 33-41.
New directions for digital video creation in the classroom : Spatiality, embodiment, and creativity
Ranker, Jason and Mills, Kathy. (2014). New directions for digital video creation in the classroom : Spatiality, embodiment, and creativity. Journal of Adolescent and Adult Literacy. 57(6), pp. 440-443. https://doi.org/10.1002/jaal.278
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.
Interfacing visual and verbal narrative art in paper and digital media: Recontextualising literature and literacies
Unsworth, L.. (2014). Interfacing visual and verbal narrative art in paper and digital media: Recontextualising literature and literacies. In In G. Barton (Ed.). Literacy in the arts: Retheorising learning and teaching pp. 55 - 76 Springer. https://doi.org/10.1007/978-3-319-04846-8_4
Enhancing interdisciplinary learning with a learning management system
Park, Ji Yong and Mills, Kathy A.. (2014). Enhancing interdisciplinary learning with a learning management system. Journal of Online Learning and Teaching. 10(2), pp. 299-313.
Critical applied linguistics
Iyer, Radha, Kettle, Margaret, Luke, Allan and Mills, Kathy. (2014). Critical applied linguistics. In In Leung, Constant and Street, Brian V. (Ed.). The Routledge companion to English studies pp. 317-332 Routledge.
Comparing the images in Taiwanese and Australian science textbooks by grammar of visual design : An Example of biological classification
Ge, YP, Wang, KH, Chung, CH, Chang, HP and Unsworth, Len. (2014). Comparing the images in Taiwanese and Australian science textbooks by grammar of visual design : An Example of biological classification. Chinese Journal of Science Education. 22(2), pp. 109 - 134. https://doi.org/10.6173/CJSE.2014.2202.01
Point of view in picture books and animated film adaptations: Informing critical multimodal comprehension and composition pedagogy
Unsworth, Len. (2014). Point of view in picture books and animated film adaptations: Informing critical multimodal comprehension and composition pedagogy. In In E. Djonov and S. Zhao (Ed.). pp. 202 - 216 Routledge.
Time, space, and text in the elementary school digital writing classroom
Mills, Kathy A. and Exley, Beryl. (2014). Time, space, and text in the elementary school digital writing classroom. Written Communication. 31(4), pp. 434-469. https://doi.org/10.1177/0741088314542757
E-motion diaries : Blogging emotional responses to online learning in higher education
Mills, Kathy A. and Ritchie, Stephen M.. (2014). E-motion diaries : Blogging emotional responses to online learning in higher education. 2014 Annual Meeting of the American Educational Research Association. Philadelphia, PA 03 - 07 Apr 2014 American Educational Research Association. pp. 1-15
From 'bored witless' to 'rhetorical nous' : Teacher orientation to knowledge about language and strengthening student persuasive writing
Love, Kristina, Sandiford, Carmel, Macken-Horarik, Mary and Unsworth, Leonard. (2014). From 'bored witless' to 'rhetorical nous' : Teacher orientation to knowledge about language and strengthening student persuasive writing. English in Australia. 49(3), pp. 43 - 56.
Multimodal reading comprehension: Curriculum expectations and large-scale literacy testing practices
Unsworth, Len. (2014). Multimodal reading comprehension: Curriculum expectations and large-scale literacy testing practices. Pedagogies: An international journal. 9(1), pp. 26 - 44. https://doi.org/10.1080/1554480X.2014.878968
Children's emotions and multimodal appraisal of places : Walking with the camera
Mills, Kathy, Unsworth, Len, Bellochi, Alberto, Park, Ji Yong and Ritchie, Stephen. (2014). Children's emotions and multimodal appraisal of places : Walking with the camera. Australian Journal of Language and Literacy. 37(3), pp. 171-181.
Multimodality and reading: The construction of meaning through image-text interaction
Unsworth, Len and Cléirigh, Chris. (2014). Multimodality and reading: The construction of meaning through image-text interaction. In In C. Jewitt (Ed.). The Routledge handbook of multimodal analysis pp. 176 - 188 Routledge.
Analysing the semiotic potential of typographic resources in picture books in english and in translation
Unsworth, Len, Meneses, Alejandra, Ow Gonzalez, Maili and Castillo, Guillermo. (2014). Analysing the semiotic potential of typographic resources in picture books in english and in translation. International Research in Children's Literature. 7(2), pp. 117 - 135. https://doi.org/10.3366/ircl.2014.0127
CUOL : See you online
Mills, Kathy A.. (2013). CUOL : See you online. Screen education. 70(Winter), pp. 52-57.
Reading Visual Narratives: Image Analysis of Children's Picture Books
Painter, Clare, Martin, J. R. and Unsworth, Len. (2013). Reading Visual Narratives: Image Analysis of Children's Picture Books Equinox Publishing Ltd.
Yarning circles in the literacy classroom
Mills, Kathy A., Sunderland, Naomi and Davis-Warra, John. (2013). Yarning circles in the literacy classroom. The Reading Teacher. 67(4), pp. 285-289. https://doi.org/10.1002/trtr.1195
Space, place and power : The spatial turn in literacy research
Mills, Kathy A. and Comber, Barbara. (2013). Space, place and power : The spatial turn in literacy research. In In Hall, Kathy, Cremin, Teresa, Comber, Barbara and Moll, Luis C. (Ed.). International handbook of research in children’s literacy, learning and culture pp. 412-423 Wiley-Blackwell Publishing, Inc.. https://doi.org/10.1002/9781118323342.ch30
The architecture of children's use of language and tools when problem solving collaboratively with robotics
Mills, Kathy A., Chandra, Vinesh and Park, Ji Yong. (2013). The architecture of children's use of language and tools when problem solving collaboratively with robotics. Australian Educational Researcher. 40(3), pp. 315-337. https://doi.org/10.1007/s13384-013-0094-z
Multimodal and monomodal discourses of marketization in higher education : Power, ideology, and the absence of the image
Mills, Kathy Ann. (2013). Multimodal and monomodal discourses of marketization in higher education : Power, ideology, and the absence of the image. 2013 Annual Meeting of the American Educational Research Association. San Francisco, CA 27 Apr - 01 May 2013 American Educational Research Association. pp. 1-8
Sensing place : Embodiment, sensoriality, kinesis, and children behind the camera
Mills, Kathy, Comber, Barbara and Kelly, Pippa. (2013). Sensing place : Embodiment, sensoriality, kinesis, and children behind the camera. English Teaching: Practice and Critique. 12(2), pp. 11-27.
Re-configuring image-language relations and interpretive possibilities in picture books as animated movies: A site for developing multi-modal literacy pedagogy
Unsworth, Len. (2013). Re-configuring image-language relations and interpretive possibilities in picture books as animated movies: A site for developing multi-modal literacy pedagogy. Ilha do Desterro: a journal of English language, literatures in English, and cultural studies. 64, pp. 15 - 47. https://doi.org/10.5007/2175-8026.2013n64p15
Digital natives? New and old media and children's language acquisition
Bittman, M, Rutherford, Leonie, Brown, Jude and Unsworth, Len. (2012). Digital natives? New and old media and children's language acquisition. Family Matters.
Parsing the Australian curriculum English : Grammar, multimodality and cross-cultural texts
Exley, Beryl and Mills, Kathy A.. (2012). Parsing the Australian curriculum English : Grammar, multimodality and cross-cultural texts. Australian Journal of Language and Literacy. 35(2), pp. 192-205.
Enhancing expressions of attitudes: Achieving equity for international students in everyday communication
Unsworth, Len, Feez, Susan and Ngo, Thu. (2012). Enhancing expressions of attitudes: Achieving equity for international students in everyday communication. TESOL in Context. S3, pp. 1 - 10.
Evaluation of students' digital animated multimodal narratives and the indentification of high-performing classrooms
Chandler, Paul D., Unsworth, Len and O'Brien, Annemaree. (2012). Evaluation of students' digital animated multimodal narratives and the indentification of high-performing classrooms. The Journal of Literacy and Technology: an international online academic journal. 13(3), pp. 80 - 127.
Image-language interaction in online reading environments: Challenges for students' reading comprehension
Chan, Eveline and Unsworth, Len. (2011). Image-language interaction in online reading environments: Challenges for students' reading comprehension. The Australian Educational Researcher. 38(2), pp. 181 - 202. https://doi.org/10.1007/s13384-011-0023-y
A grammatics 'good enough' for school English in the 21st century: Four challenges in realising the potential
Macken-Horarik, Mary Rose, Love, Kristina and Unsworth, Len. (2011). A grammatics 'good enough' for school English in the 21st century: Four challenges in realising the potential. Australian Journal of Language and Literacy. 34(1), pp. 9 - 23.
'I'm making it different to the book' : Transmediation in young children's multimodal and digital texts
Mills, Kathy. (2011). 'I'm making it different to the book' : Transmediation in young children's multimodal and digital texts. Australian Journal of Early Childhood. 36(3), pp. 56-65. https://doi.org/10.1177/183693911103600308
Analysis and comprehension of multimodal texts
Daly, Ann and Unsworth, Len. (2011). Analysis and comprehension of multimodal texts. Australian Journal of Language and Literacy. 34(1), pp. 61 - 80.
Inciting the social imagination to realizing the dream : An unfolding story of transformative action in a low- socioeconomic school
Mills, Kathy. (2011). Inciting the social imagination to realizing the dream : An unfolding story of transformative action in a low- socioeconomic school. 2011 Annual Meeting of the American Educational Research Association. New Orleans, LA 08 - 12 Apr 2011 American Educational Research Association. pp. 1-8
iPed pedagogy for digital text production
Mills, Kathy Ann and Levido, Amanda. (2011). iPed pedagogy for digital text production. The Reading Teacher. 65(1), pp. 80-91.
'Now I know their secrets' : Kineikonic texts in the literacy classroom
Mills, Kathy. (2011). 'Now I know their secrets' : Kineikonic texts in the literacy classroom. Australian Journal of Language and Literacy. 34(1), pp. 24-37.
Microblogging as a literacy practice for educational communities
Mills, Kathy and Chandra, Vinesh. (2011). Microblogging as a literacy practice for educational communities. Journal of Adolescent and Adult Literacy. 55(1), pp. 35-45. https://doi.org/10.1598/JAAL.55.1.4
Digital Natives? :New and Old Media and Children's Outcomes
Bittman, M, Rutherford, Leonie, Brown, Jude and Unsworth, Len. (2011). Digital Natives? :New and Old Media and Children's Outcomes. Australian Journal of Education. 55(2), pp. 161 - 175.
The multiliteracies classroom
Mills, Kathy A.. (2011). The multiliteracies classroom Multilingual Matters.
Organizing Visual Meaning: Framing and Balance in Picture-Book Images
Painter, Clare, Martin, J, J. and Unsworth, Len. (2010). Organizing Visual Meaning: Framing and Balance in Picture-Book Images. In In S Dreyfus, Susan Hood and Maree Stenglin (Ed.). pp. 125 - 143 Continuum International Publishing Group Ltd.
“Filming in progress” : New spaces for multimodal designing
Mills, Kathy A.. (2010). “Filming in progress” : New spaces for multimodal designing. Linguistics and Education. 21(1), pp. 14-28. https://doi.org/10.1016/j.linged.2009.12.003
Multiliteracies, e-literature and English teaching
Unsworth, Len. (2010). Multiliteracies, e-literature and English teaching. Language and Education. 22(1), pp. 62 - 75. https://doi.org/10.2167/le726.0
Shrek meets Vygotsky : Rethinking adolescents multimodal literacy practices in schools
Mills, Kathy. (2010). Shrek meets Vygotsky : Rethinking adolescents multimodal literacy practices in schools. Journal of Adolescent and Adult Literacy. 54(1), pp. 35-45. https://doi.org/10.1598/JAAL.54.1.4
Introducing Multimodal Literacy to Young Children Learning English as a Second Language (ESL)
Unsworth, Leonard and Bush, Rosemary. (2010). Introducing Multimodal Literacy to Young Children Learning English as a Second Language (ESL). In In David R Cole and Darren L Pullen (Ed.). pp. 59 - 83 Routledge.
Multiliteracies and metalanguage: Describing image/text relations as a resource for negotiating multimodal texts
Unsworth, L.. (2009). Multiliteracies and metalanguage: Describing image/text relations as a resource for negotiating multimodal texts. In In J. Coiro, M. Knobel and C. Lankshear et al. (Ed.). Handbook of Research on New Literacies pp. 377 - 405 Routledge. https://doi.org/10.4324/9781410618894
Floating on a sea of talk : Reading comprehension through speaking and listening
Mills, Kathy A.. (2009). Floating on a sea of talk : Reading comprehension through speaking and listening. The Reading Teacher. 63(4), pp. 325-329. https://doi.org/10.1598/RT.63.4.8
Multiliteracies : Interrogating competing discourses
Mills, Kathy A.. (2009). Multiliteracies : Interrogating competing discourses. Language and Education. 23(2), pp. 103-116. https://doi.org/10.1080/09500780802152762
Bridging multimodal literacies and national assessment programs in literacy
Unsworth, Lem and Chan, Eveline. (2009). Bridging multimodal literacies and national assessment programs in literacy. Australian Journal of Language and Literacy.
Exploring the Narrative Art of David Weisner: Using a Grammar of Visual Design and Learning Experiences on the World Wide Web
Unsworth, Len and Ortigas, Isable. (2008). Exploring the Narrative Art of David Weisner: Using a Grammar of Visual Design and Learning Experiences on the World Wide Web. L1 Educational Studies in Language and Literature.
Explicating inter-modal meaning-making in media and literary texts: Towards a metalanguage of image/language relations
Unsworth, Len. (2008). Explicating inter-modal meaning-making in media and literary texts: Towards a metalanguage of image/language relations. In In A. Burn and C. Durrant (Ed.). Media Teaching: Language, Audience and Production pp. 48 - 80 Wakefield Press.
Comparing and composing digital re-presentations of literature: Multimedia authoring and meta-communicative knowledge
Unsworth, Len. (2008). Comparing and composing digital re-presentations of literature: Multimedia authoring and meta-communicative knowledge. In In L. Unsworth (Ed.). New Literacies and the English Curriculum : Multimodal Perspectives pp. 186 - 211 Continuum International Publishing Group Ltd.
Transformed practice in a pedagogy of multiliteracies
Mills, Kathy A.. (2008). Transformed practice in a pedagogy of multiliteracies. Pedagogies: An international journal. 3(2), pp. 109-128. https://doi.org/10.1080/15544800801929419
Assessing integrative reading of images and text in group reading comprehension tests
Unsworth, Len and Chan, Eveline. (2008). Assessing integrative reading of images and text in group reading comprehension tests. Curriculum Perspectives.
Access to multiliteracies : A critical ethnography
Mills, Kathy Ann. (2007). Access to multiliteracies : A critical ethnography. Ethnography and Education. 2(3), pp. 305-325. https://doi.org/10.1080/17457820701547310
'Mr Travelling-at-will Ted Doyle' : Discourses in a multiliteracies classroom
Mills, Kathy A.. (2006). 'Mr Travelling-at-will Ted Doyle' : Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy. 29(2), pp. 132-154.
"We've been wastin' a whole million watchin' her doin' her shoes" : Situated practice within a pedagogy of multiliteracies
Mills, Kathy A.. (2006). "We've been wastin' a whole million watchin' her doin' her shoes" : Situated practice within a pedagogy of multiliteracies. Australian Educational Researcher. 33(3), pp. 13-33. https://doi.org/10.1007/BF03216840
Deconstructing binary oppositions in literacy discourse and pedagogy
Mills, Kathy. (2005). Deconstructing binary oppositions in literacy discourse and pedagogy. Australian Journal of Language and Literacy. 28(1), pp. 67-82.