Multimodality and literacy in school classrooms

Review of Research in Education

Volumn 32, Issue , 2008, Pages 241-267

  Jewitt, Carey ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38949102680     PISSN: 0091732X     EISSN: None     Source Type: Journal    
DOI: 10.3102/0091732X07310586     Document Type: Article

References (108)

1. Adkins, L. (2005). The new economy, property and personhood. Theory Culture Society, 22(1), 111-130.
2. Alvermann, D. E., Hagood, M. C., & Williams, K. B. (2001). Images, language, and sound: Making meaning with popular culture texts. Reading Online. Retrieved October 12, 2007, from http://www.readingonline.org/ newliteracies/action/alvermann/index.html
3. Appadurai, A. (1990). Disjuncture and difference in the global cultural economy. Theory, Culture and Society, 7, 295-310.
4. Arnheim, R. (1969). Visual thinking. Berkeley and Los Angeles: University of California Press.
5. Bachmair, B. (2006). Media socialisation and the culturally dominant mode of representation. Medien Padagogik. Retrieved November 14, 2007, from http://www.medienpaed.com/ 2006/bachmair0606.pdf
6. Barthes, R. (1993). Mythologies. London: Vintage.
7. Barton, D., Hamilton, M., & Ivanic, R. (2000). Situated literacies. London: Routledge.
8. Bateson, G. (1977). Step to ecology of mind. London: Ballantine.
9. Bhattacharya, R., Gupta, S., Jewitt, C., Newfield, D., Reid, Y., & Stein, P. (2007). The policy-practice nexus in English classrooms in Delhi, Johannesburg, and London: Teachers and the textual cycle. TESOL Quarterly 41, 465-487.
10. Bauman, Z. (1998). Globalization: The human consequences. Oxford, UK: Polity.
11. Beavis, C. (2006). English at a time of change: Where do we go with text? English in Australia, 41(2), 61-68.
12. Beck, U. (1992). Risk society: Towards a new modernity. London: Sage.
13. Bick, P., & Chiper, S. (2007). Swoosh identity: Recontextualizations in Haiti and Romania. Visual Communication, 6(1), 5-18.
14. Boulter, J. D. (1999). Writing space: The computer, hypertext, and the history of writing. Hillsdale, NJ: Lawrence Erlbaum.
15. Boulter, J. D., & Grusin, R. (1998). Remediation: Understanding new media. Cambridge, MA: MIT Press.
16. Bourne, J., & Jewitt, C. (2003). Orchestrating debate: A multimodal approach to the study of the teaching of higher-order literacy skills. Reading (UKRA), 37(2), 64-72.
17. Brant, D., & Clinton, K. (2006). Afterword. In K. Pahl & J. Rowsell (Eds.), Travel notes from the New Literacy Studies: Instances of practice (pp. 254-258). Clevedon, UK: Multilingual Matters.
18. Buckingham, D., & Sefton-Green, J. (2004). Structure, agency and culture in children's media culture. In J. Tobin (Ed.), Pikachu's global adventure: The rise and fall of Pokemon (pp. 379-399). Durham, NC: Duke University Press.
19. Burn, A., & Parker, D. (2003). Tiger's big plan: Multimodality and moving image. In C. Jewitt & G. Kress (Eds.), Multimodal literacy (pp. 56-72). New York: Peter Lang.
20. Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. London: Routledge.
21. Carrington, V. (2005). Txting: The end of civilization again. Cambridge Journal of Education, 35(2), 161-175.
22. Castells, M. (2001). The Internet galaxy. Oxford, UK: Oxford University Press.
23. Coles, M., & Hall, C. (2001). Breaking the line: New literacies, postmodernism and the teaching of printed texts. UKRA, 35(3), 111-114.
24. Cope, B., & Kalantzis, M. (Eds.). (1993). The powers of literacy: A genre approach to teaching writing. Pittsburgh, PA: University of Pittsburgh Press.
25. Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies. London: Routledge.
26. Cranny-Francis, A (1993). Gender and genre: Feminist subversion of genre fiction and its implications for critical literacy. In B. Cope & M. Kalantzis (Eds.), The powers of literacy: A genre approach to teaching writing (pp. 90-115). Pittsburgh, PA: University of Pittsburgh Press.
27. Fairclough, N. (1992). Discourse and social change. Cambridge, UK: Polity.
28. Flewitt, R. (2006). Using video to investigate preschool classroom interaction: Education research assumptions and methodological practices. Visual Communication, 5(1), 25-51.
29. Foucault, M. (1980). Power/Knowledge. New York: Pantheon.
30. Foucault, M. (1991). Discipline and punish: The birth of the prison. London: Penguin.
31. Freedman, A., & Medway, P. (Eds.). (1994a). Genre and the new rhetoric. London: Taylor and Francis.
32. Freedman, A., & Medway, P. (Eds.). (1994b). Learning and teaching genre. Portsmouth, NH: Boynton/Cook.
33. Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. Greenwood, CT: Praeger.
34. Freitas, C., & Castanheira, M. (2006, January). Talked images: Examining the contextualized nature of image use. Paper presented at Thematic School on Ethnography in Education, Federal University of Minas Gerais, Brazil.
35. Gee, J. P. (1990). Social linguistics and literacies: Ideology in discourses. New York: Falmer.
36. Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave/Macmillan.
37. Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. London: Routledge.
38. Gee J. P., Hull, G., & Lankshear, C. (1996). The new work order: Behind the language of the new capitalism. Sydney, Australia: Allen and Unwin.
39. Goffman, E. (1979). Gender advertisements. London: Macmillan.
40. Hall, S. (1997). Representation: Cultural representations and signifying practices. London: Sage.
41. Halliday, M. (1978). Language as a social semiotic. London: Edward Arnold.
42. Hodge, R., & Kress, G. (1988). Social semiotics. Cambridge, UK: Polity.
43. Janks, H., & Comber, B. (2006). Critical literacy across continents. In K. Pahl & J. Rowsell (Eds.), Travel notes from the New Literacy Studies: Instances of practice (pp. 95-117). Clevedon, UK: Multilingual Matters.
44. Jewitt, C. (2002). The move from page to screen: The multimodal reshaping of school English. Journal of Visual Communication, 1(2), 171-196.
45. Jewitt, C. (2005). Multimodal "reading" and "writing" on screen. Discourse: Studies in the Cultural Politics of Education, 26(3), 315-332.
46. Jewitt, C. (2006). Technology, literacy and learning: A multimodal approach. London: Roudedge.
47. Jewitt, C., & Jones, K. (2005). Managing time and space in the new English classroom. In M. Lawn & I. Grosvenor (Eds.), Material cultures of schooling (pp. 192-218). Oxford, UK: Symposium.
48. Jewitt, C., Moss, G., & Cardini, A. (2007). Pace, interactivity and multimodality in teacher design of texts for interactive white boards in the secondary school classroom. Learning, Media and Technology, 32, 303-317.
49. Kalantzis, M., Cope, B., & Harvey, A. (2003). Assessing multiliteracies and the new basics. Assessment in Education: Principles, Policy and Practice, 10(1), 15-26.
50. Kenner, C. (2004). Becoming biliterate: Young children learning different writing systems. Stoke-on-Trent, UK: Trentham.
51. Kenner, C., & Kress, G. (2003). The multisemiotic resources of biliterate children. Journal of Early Childhood Literacy, 3(2), 179-202.
52. Knobel, M., & Lankshear, C. (2006). Weblog worlds and construction of effective and powerful writing: Cross with care, and only where signs permit. In K. Pahl & J. Rowsell (Eds.), Travel notes from the New Literacy Studies: Instances of practice (pp. 72-92). Clevedon, UK: Multilingual Matters.
53. Kress, G. (1997). Before writing: Rethinking the paths to literacy. London: Routledge.
54. Kress, G. (2000). Multimodality. In B. Cope & M. Kalantzis (Eds.), Multiliteracies (pp. 182-202). London: Routledge.
55. Kress, G. (2003). Literacy in the new media age. London: Routledge.
56. Kress, G., & Bezemer, J. (2007, June). Gains and losses. Paper presented at the 14th International Conference of Learning, Witwatersrand University, Johannesburg, South Africa.
57. Kress, G., Jewitt, C., Bourne, J., Franks, A., Hardcastle, J., Jones, K., et al. (2005). English in Urban classrooms: A multimodal perspective on teaching and learning. London: RoutledgeFalmer.
58. Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. London: Continuum.
59. Kress, G., & Selander, S. (in press). Designs for learning-Individual and institutional formations of meaning. In Säljö, R. (Ed.), Information and communication technologies and the transformation of learning practices. Pergamon: Oxford, UK.
60. Kress, G., & van Leeuwen, T. (1996). Reading images: The grammar of visual design. London: Routledge.
61. Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London: Arnold.
62. Lam, W. (2006). Culture and learning in the context of globalization: Research directions. Review of Research in Education, 30, 213-237.
63. Lankshear, C., & Knobel, M. (2003). New literacies: Changing knowledge and classroom learning. Buckingham, UK: Open University Press.
64. Lankshear, C., & McLaren, P. L. (Eds.) (1993). Critical literacy: Politics, praxis, and the post-modern. New York: State University of New York Press.
65. Lankshear, C., Peters, M., & Knobel, M. (2002). Information, knowledge and learning: Some issues facing epistemology and education in a digital age. In M. Lea & K. Nicolls (Eds.), Distributed learning (pp. 16-37). London: RoutledgeFalmer.
66. Leander, K. (2001). Producing and hybridizing space-time contexts in pedagogical discourse. Journal of Literacy Research, 33(4), 637-679.
67. Leander, K. (2007, June). Youth Internet practices and pleasure: Media effects missed by the discourses of "reading" and "design." Keynote delivered at ESRC Seminar Series: Final Conference, Institute of Education, London.
68. Leander, K., & Wells Rowe, D. (2006). Mapping literacy spaces in motion: A rhizomatic analysis of a classroom literacy performance. Reading Research Quarterly, 41(4), 428-460.
69. Lemke, J. (1998). Multiplying meaning: Visual and verbal semiotics in scientific text. In J. R. Martin & R. Veel (Eds.), Reading science (pp. 87-113). London: Routledge.
70. Lemke, J. (2002). Travels in hypermodality. Visual Communication, 1(3), 299-325.
71. Luke, A. (1996). Text and discourse in education: An introduction to critical discourse analysis. Review of Research in Education, 21, 3-48.
72. Luke, A., & Carrington, V. (2002). Globalisation, literacy curriculum practice. In R. Fisher, M. Lewis, & G. Brooks (Eds.), Raising standards in literacy (pp. 231-250). London: Routledge.
73. Luke, A., & Woods, A. (in press). Policy and adolescent literacy. In L. Christensen, R. Boomer, & P. Smagorinsky (Eds.), Handbook of adolescent literacy. New York: Guilford.
74. Luke, C. (2003). Pedagogy, connectivity, multimodality, and interdisciplinarity. Reading Research Quarterly, 38(3), 397-403.
75. Lury, C. (1993). Cultural rights: Technology, legality and personality. New York: Routledge.
76. Malinowski, B. (2006). Crime and custom in savage society. London: Read.
77. Marquez, C., Izquierdo, M., & Espinet, M. (2005). Multimodal science teachers' discourse in modelling the water cycle. Available from Wiley InterScience: http://www.interscience.wiley.com
78. Marsh, J. (2003). One-way traffic? Connections between literacy practices at home and in the nursery. British Educational Research Journal, 29(3), 369-382.
79. Marsh, J. (Ed.). (2005). Popular culture, new media and digital literacy in early childhood. London: Routledge/Falmer.
80. Marsh, J. (2006). Global, local/public, private: Young children's engagement in digital literacy practices in the home. In K. Pahl & J. Rowsell (Eds.), Travel notes from the New Literacy Studies: Instances of practice (pp. 19-38). Clevedon, UK: Multilingual Matters.
81. Martinec, R. (2000). Construction of identity in Michael Jackson's "Jam." Social Semiotics, 10(3), 313-329.
82. Millard, E. (2005). To enter the castle of fear: Engendering children's story writing from home to school at KS2. Gender and Education, 17(1), 57-63.
83. Morgan, B., & Ramanathan, V. (2005). Critical literacies and language education: Global and local perspectives. Annual Review of Applied Linguistics, 25, 151-169.
84. Moss, G. (2001). To work or play? Junior age non-fiction as objects of design. Reading, Literacy and Language, 35(3), 106-110.
85. Moss, G. (2003). Putting the text back into practice: Junior age non-fiction as objects of design. In C. Jewitt & G. Kress (Eds.), Multimodal literacy (pp. 73-87). New York: Peter Lang.
86. Moss, G., Jewitt, C., Levacic, R., Armstrong, V., Cardini, A., & Castle, F. (2007). The interactive whiteboards, pedagogy and pupil performance evaluation (Research Report 816). London: Department for Education and Skills.
87. Nespor, J. (1994). Knowledge in motion: Space, time and curriculum in undergraduate physics and management. London: Routledge.
88. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60-92.
89. Newfield, D., Andrew, D., Stein, P., & Maungedzo, R. (2003). No number can describe how good it was: Assessment issues in the multimodal classroom. Assessment in Education: Principles, Policy and Practice, 10(1), 61-81.
90. Owen, M., Grant, L., Sayers, S., & Facer, K. (2006). Social software and learning. Bristol, UK: Future Lab.
91. Pahl, K. (1999). Transformations: Children's meaning making in nursery education. Stoke-on-Trent, UK: Trentham.
92. Pahl, K. (2003). Children's text-making at home: Transforming meaning across modes. In C. Jewitt & G. Kress (Eds.), Multimodal literacy (pp. 139-154). New York: Peter Lang.
93. Pelletier, C. (2005). The uses of literacy in studying computer games: Comparing students' oral and visual representations of games. English Teaching: Practice and Critique, 4(1), 40-59.
94. Pelletier, C. (2006). Reconfiguring interactivity, agency and pleasure in the education andcomputer games debate: Using Žižek's concept of interpassivity to analyse educational play. E-learning, 2(4), 317-326.
95. Prain, V., & Waldrip, B. (2006). An exploratory study of teachers' and students' use of multimodal representations of concepts in primary science. International Journal of Science Education, 28(15), 1843-1866.
96. Scott, P., & Jewitt, C. (2003). Talk, action, and visual communication in the teaching and learning science. School Science Review, 84(308), 117-124.
97. Sefton-Green, J. (2006). Youth, technology, and media culture. Review of Research in Education, 30, 279-306.
98. Sefton-Green, J., & Reiss, V. (1999). Multimedia literacies. In J. Sefton-Green (Ed.), Young people, creativity, and new technology: The challenge of digital art (pp. 1-11). London: Routledge.
99. Sefton-Green, J., & Sinker, R. (Ed.). (2000). Evaluating creativity: Making and learning by young people. London: Routledge.
100. Stein, P. (2003). The Olifantsvlei fresh stories project: Multimodality, creativity and fixing in the semiotic chain. In C. Jewitt & G. Kress (Eds.), Multimodal literacy (pp. 123-138). New York: Peter Lang.
101. Stein, P., & Mamabolo, T. (2005). Pedagogy is not enough: Early literacy practices in a South African school. In B. Street (Ed.), Literacies across educational contexts: Mediating, learning and teaching (pp. 25-42). Philadelphia: Caslon.
102. Street, B. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. London: Longman.
103. Stteet, B. (1998). New literacies in theory and practice: What are the implications for language in education? Linguistics and Education, 10(1), 1-24.
104. Unsworth, L. (2001). Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Buckingham, UK: Open University Press.
105. Unsworth, L. (2006). E-literature for children: Enhancing digital literacy learning. London and New York: Routledge/Falmer.
106. Unsworth, L., Thomas, A., Simpson, A., & Asha, J. (2005). Children's literature and computer-based teaching. Maidenhead, UK: Open University Press.
107. van Leeuwen, T. (1999). Speech, music, sound. London: Macmillan.
108. Zammit, K. (2007). The construction of student pathways during information-seeking sessions using hypermedia programs: A social semiotic perspective. Unpublished dissertation, University of Western Sydney, Australia.