With the emergence of new media in an increasingly technological world, a revaluing of all modes of signification has impacted the ways in which teachers conceptualise literacy. There has been an increasing focus on visual and new media texts, leading into a conception of textuality as multimodal, and theories of multiliteracies and multimodality have moved teachers away from the privileging of linguistic modes to a view of semiotics which accounts for all modes. Drawing on the work of Halliday, theorists such as Unsworth, Kress, van Leeuwen, Lemke and Gee emphasized the further development of a metalanguage to talk about the ways words, images, sounds, and all forms of multimedia texts were constructed, to make meaning within particular contexts, discourses and ideologies. What is needed is a thoroughly researched description of the digital literacies required and how they might advance what we already know about print literacies to fully realise
Australian leadership potential in renovating literacy pedagogy for the digital multimedia age.
Candidates for this scholarship would be involved with a network of scholars exploring all avenues of multiliteracies in classroom or virtual worlds contexts, and several interrelated foci could be taken, such as investigating children’s multimodal storytelling and computer game making, or uncovering new semiotic theoretical descriptions which can provide an account of the way new forms of story (such as alternate reality gaming or locative storying) makes meaning. Methodological approaches will be centred on multimodal text analysis but may also include ethnographic studies of school classrooms or virtual worlds contexts.
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