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Construction of common interpretive spaces through intertextual loops – How teachers interpret multimodal learning materials
ARTICLE

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TATE Volume 28, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study draws on several theoretical domains: intertextuality, multimodality, and the pedagogy of multiliteracies. We introduced multimodal textbook materials to eleven experienced teachers and examined, through in-depth interviews, their approach to juxtapositions of literary texts and visual artwork. Our analysis revealed (a) three attitudes toward textbook juxtapositions: unconditional approval, conditional approval, and rejection; and (b) a three-phase pattern of behavior: identifying commonalities, repeatedly comparing texts, and interpreting juxtapositions as intertextual interpretive units. We suggest that enhancing teachers’ awareness of their own thought processes may promote their insight about the contribution of the weaving of visual art into literature instruction.

Citation

Poyas, Y. & Eilam, B. (2012). Construction of common interpretive spaces through intertextual loops – How teachers interpret multimodal learning materials. Teaching and Teacher Education: An International Journal of Research and Studies, 28(1), 89-100. Elsevier Ltd. Retrieved October 23, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2011.08.002

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