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. pp. 1-22. 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 citationpp. 1-22
PublisherSAGE Publications
ISSN2096-5311
Digital Object Identifier (DOI)https://doi.org/10.1177/20965311231179738
Scopus EID2-s2.0-85162663960
Open accessPublished as ‘gold’ (paid) open access
Publisher's version
License
File Access Level
Open
Output statusIn press
Publication dates
Online12 Jun 2023
Publication process dates
Deposited31 Oct 2023
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