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dc.contributor.authorWyatt-Smith, Claireen_US
dc.contributor.authorKimber, Kayen_US
dc.date.accessioned2017-05-03T13:23:53Z
dc.date.available2017-05-03T13:23:53Z
dc.date.issued2009en_US
dc.date.modified2010-05-28T03:07:52Z
dc.identifier.issn11758708en_US
dc.identifier.urihttp://hdl.handle.net/10072/29866
dc.description.abstractThis article explores the emergence of multimodality as intrinsic to the learning, teaching and assessment of English in the Twenty-First Century. With subject traditions tied to the study of language, literature and media, multimodal texts and new technologies are now accorded overdue recognition in English curriculum documents in several countries, though assessment tends to remain largely print-centric. Until assessment modes and practices align with the nature of multimodal text production, their value as sites for inquiry in classroom practice will not be assured. The article takes up the question: What is involved in assessing the multimodal texts that students create? In exploring this question, we first consider central concepts of multimodality and what is involved in "working multimodally" to create a multimodal text. Here, "transmodal operation" and "staged multimodality" are considered as central concepts to "working multimodally". Further, we suggest that these concepts challenge current understandings of the purposes of, and possibilities for, assessment of multimodal text production.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent2864213 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherUniversity of Waikatoen_US
dc.publisher.placeNew Zealanden_US
dc.publisher.urihttps://edlinked.soe.waikato.ac.nz/research/journal/view.php?article=true&id=586&p=1en_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom70en_US
dc.relation.ispartofpageto90en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalEnglish Teaching: Practice and Critiqueen_US
dc.relation.ispartofvolume8en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation Assessment and Evaluationen_US
dc.subject.fieldofresearchcode130303en_US
dc.titleWorking multimodally: Challenges for assessmenten_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2009 ETPC. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


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