Making Interactional meaning in visual narratives more visible

Bates, K

Making Interactional meaning in visual narratives more visible

Bates, K

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Publication Type:: Journal Article
Citation:: Practical Literacy, 2016, 21, (1), pp. 18-21
Issue Date:: 2016-10-01

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Field	Value	Language
dc.contributor.author	Bates, K https://orcid.org/0000-0002-6524-4036
dc.date.accessioned	2022-08-07T21:45:23Z
dc.date.available	2022-08-07T21:45:23Z
dc.date.issued	2016-10-01
dc.identifier.citation	Practical Literacy, 2016, 21, (1), pp. 18-21
dc.identifier.issn	2204-3667
dc.identifier.uri	http://hdl.handle.net/10453/159752
dc.description.abstract	The value of visual texts is acknowledged by the Australian Curriculum : English with equal priority placed on visual knowledge with that of text, grammar and word knowledge. However, merely including visual narratives in teaching, learning and assessment spaces does not always equate to a natural accessibility to the meaning potentials offered by this resource. This discussion focuses on developing students' knowledge about and skills for interpreting meaning from visual narratives as valued texts in curriculum and assessment from the first year of primary school.
dc.language	en
dc.relation.ispartof	Practical Literacy
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Making Interactional meaning in visual narratives more visible
dc.type	Journal Article
utslib.citation.volume	21
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2022-08-07T21:45:22Z
pubs.issue	1
pubs.volume	21
utslib.citation.issue	1

Abstract:

The value of visual texts is acknowledged by the Australian Curriculum : English with equal priority placed on visual knowledge with that of text, grammar and word knowledge. However, merely including visual narratives in teaching, learning and assessment spaces does not always equate to a natural accessibility to the meaning potentials offered by this resource. This discussion focuses on developing students' knowledge about and skills for interpreting meaning from visual narratives as valued texts in curriculum and assessment from the first year of primary school.

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http://hdl.handle.net/10453/159752