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- W1696973927 abstract "The recently introduced Australian Curriculum: English (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2012) requires students to 'read' multimodal text and describe the effects of structure and organisation. We begin this article by tracing the variable understandings of what reading multimodal text might entail through the Framing Paper (National Curriculum Board, 2008), the Framing Paper Consultation Report (National Curriculum Board, 2009a), the Shaping Paper (National Curriculum Board, 2009b) and Version 3.0 of the Australian Curriculum: English (ACARA, 2012). Our findings show that the theoretical and descriptive framework for doing so is implicit. Drawing together multiple but internally coherent theories from the field of semiotics, we suggest one way to work towards three Year 5 learning outcomes from the reading/writing mode. The affordances of assembling a broad but explicit technical metalanguage for an informed reading of the integrated design elements of multimodal texts are noted." @default.
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- W1696973927 date "2012-09-01" @default.
- W1696973927 modified "2023-09-26" @default.
- W1696973927 title "Reading in the Australian Curriculum English: Describing the Effects of Structure and Organisation on Multimodal Texts." @default.
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