Narrative and multimodality in English language arts curricula : a tale of two nations
In this policy column within this special edition on "The Arts in Language Arts", we critique the current place of multimodality and narratives in research and curriculum policy. This is a vital issue of significance for literacy educators, researchers, and policy makers because the narrative texts that circulate in our everyday lives are multimodal, tied to the ever-broadening range of narratives forms in digital sites of display. Here, we critically evaluate the place of multimodality and narratives in the language arts or English curriculum policies of two nations, the USA and Australia. In particular, we highlight the silence on multimodality within the Common Core State Standards, USA, and the contrasting centrality of multimodality in the National Curriculum: English, Australia.
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|Item Type:||Journal Article|
|Keywords:||audio, Australian Curriculum English, Common Core State Standards, image, multimodal, narrative, picture books|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
|Divisions:||Current > Research Centres > Children & Youth Research Centre
Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
|Copyright Owner:||Copyright 2014 National Council of Teachers of English.|
|Deposited On:||11 Dec 2014 06:23|
|Last Modified:||29 Jan 2015 02:51|
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