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English Teaching and New Literacies Pedagogy

Interpreting and Authoring Digital Multimedia Narratives

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Edited By Len Unsworth and Angela Thomas

English Teaching and New Literacies Pedagogy: Interpreting and Authoring Digital Multimedia Narratives is about the fusion of media and narrative, and explores theoretical and practical dimensions of young people’s engagement with contemporary forms of text. It showcases a range of critical interpretative approaches for integrating multimedia narratives into English teaching contexts, including animated films such as Shaun Tan’s The Lost Thing, digital novels such as Inanimate Alice and 5 Haitis, and a virtual treatment of Shakespeare’s Macbeth. English teachers across grade levels will recognize the valuing of literature and will appreciate the practical pedagogy and fostering of creativity as students are encouraged to explore new forms of narrative. In the context of developing expertise in knowing how multimodal texts work, students can apply that knowledge in their own authoring of digital multimedia narratives.
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Chapter 5: Enabling Students to be Effective Multimodal Authors

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← 78 | 79 → CHAPTER FIVE

This chapter draws on the experiences arising out of a research project to develop students as effective 3D multimodal authors (Chandler, O’Brien, & Unsworth, 2009, 2010), referred to here as the 3D Multimodal Authoring Pedagogy (3DMAP) project1 involving 44 teachers and their classes. A set of lesson materials was prepared for these classes, and this chapter is based on my experience of developing those. The 3DMAP project involved particular software in particular classroom settings, and my intention in this chapter is to use that experience to inform the teaching of multimodal authoring more generally, which is important with the creation of multimodal texts now clearly featuring in the domain of literacy educators (e.g., ACARA, 2012). The following questions for discussion indicate some key issues taken up in the chapter:

1. What are some of the features of a classroom that embeds twenty-first-century understandings of literacy?

2. In what ways does knowledge of multimodal design elements help shape the pedagogy, curriculum, and assessment of multimodal authoring?

3. What is the nature of the relationship between teacher and student that is likely to best scaffold students as multimodal authors, and in what ways will this be evident in the teacher’s activity in the classroom?

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