Making interactional meaning in visual narratives more visible

Bates, K

Making interactional meaning in visual narratives more visible

Bates, K

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Publisher:: Practical Literacy: The Early and Primary Years
Publication Type:: Journal Article
Citation:: Practical Literacy: The Early and Primary Years, 2016, 21, (1), pp. 18-21
Issue Date:: 2016-02-01

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Field	Value	Language
dc.contributor.author	Bates, K https://orcid.org/0000-0002-6524-4036
dc.date.accessioned	2023-03-07T02:59:55Z
dc.date.available	2023-03-07T02:59:55Z
dc.date.issued	2016-02-01
dc.identifier.citation	Practical Literacy: The Early and Primary Years, 2016, 21, (1), pp. 18-21
dc.identifier.issn	2204-3667
dc.identifier.uri	http://hdl.handle.net/10453/166691
dc.description.abstract	The value of visual texts is acknowledged by the Australian Curriculum: English [henceforth ACE] (ACARA, 2015) with equal priority placed on visual knowledge with that of text, grammar and word knowledge. From Year Two (ACARA, 2015) students are required to 'identify visual representations of characters' actions, reactions, speech and thought processes in narratives' (ACELA1479). This move is reticulated in the New South Wales Board of Studies English K-10 Syllabus for the Australian Curriculum [henceforth English K-10 Syllabus] (BOSTES, 2012) with the required inclusion of visual texts in each year of schooling from Early Stage One (ENe-8B).
dc.language	en
dc.publisher	Practical Literacy: The Early and Primary Years
dc.relation.ispartof	Practical Literacy: The Early and Primary Years
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
utslib.location.activity	Australia
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	2023-03-07T02:59:54Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	21
utslib.citation.issue	1

Abstract:

The value of visual texts is acknowledged by the Australian Curriculum: English [henceforth ACE] (ACARA, 2015) with equal priority placed on visual knowledge with that of text, grammar and word knowledge. From Year Two (ACARA, 2015) students are required to 'identify visual representations of characters' actions, reactions, speech and thought processes in narratives' (ACELA1479). This move is reticulated in the New South Wales Board of Studies English K-10 Syllabus for the Australian Curriculum [henceforth English K-10 Syllabus] (BOSTES, 2012) with the required inclusion of visual texts in each year of schooling from Early Stage One (ENe-8B).

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http://hdl.handle.net/10453/166691