A Remaking Pedagogy: Adaptation and Archetypes in the Child’s Multimodal Reading and Writing.

Berger, R. and Zezulkova, M., 2016. A Remaking Pedagogy: Adaptation and Archetypes in the Child’s Multimodal Reading and Writing. Education 3-13. (In Press)

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Official URL: http://www.tandfonline.com/toc/rett20/current

DOI: 10.1080/03004279.2016.1178316

Abstract

This paper proposes combining theories about, and practices of, using archetypes and adaptation in education for the purposes of multimodal literacy learning. Within such contexts, children of primary school-age act as readers, performers and researchers, exploring and analysing existing adaptations of archetypal stories and images across time, space and platforms, as well as writers constructing and producing their own adaptations of archetypes in varying forms. Our suggestions are that ‘revisiting’ and ‘remaking’ existing texts and practices in the multimodal primary classroom, can be a route to a deeper and more sophisticated learning experience, and one which challenges current definitions of reading, writing and literacy.

Item Type:Article
ISSN:0300-4279
Uncontrolled Keywords:adaptation; archetypes; remaking; multimodal; literacy; pedagogy.
Subjects:UNSPECIFIED
Group:Faculty of Media & Communication
ID Code:23440
Deposited By: Unnamed user with email symplectic@symplectic
Deposited On:25 Apr 2016 15:22
Last Modified:21 Jun 2016 15:21

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