Multimodal literacy in a new era of educational technology : Comparing points of view in animations of children's and adult literature

Journal article

Unsworth, Len. (2023). Multimodal literacy in a new era of educational technology : Comparing points of view in animations of children's and adult literature. ECNU Review of Education. 7(2), pp. 384 - 405. https://doi.org/10.1177/20965311231179738
AuthorsUnsworth, Len
Abstract

Purpose: The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults.

Design/Approach/Methods: Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities.

Findings: Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged.

Originality/Value: The study shows that it is crucial to students’ critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions.

Keywordsanimation; children’s literature; multimodality; point of view
Year2023
JournalECNU Review of Education
Journal citation7 (2), pp. 384 - 405
PublisherSAGE Publications
ISSN2096-5311
Digital Object Identifier (DOI)https://doi.org/10.1177/20965311231179738
Scopus EID2-s2.0-85162663960
Web address (URL)https://journals.sagepub.com/doi/10.1177/20965311231179738
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range384 - 405
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online12 Jun 2023
Publication process dates
Deposited31 Oct 2023
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© The Author(s) 2023.

This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

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