A remaking pedagogy: adaptation and archetypes in the child’s multimodal reading and writing

Authors: Berger, R. and Zezulkova, M.

Editors: Brundrett, M.

http://eprints.bournemouth.ac.uk/23440/

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

Journal: Education 3-13 International Journal of Primary, Elementary and Early Years Education

Pages: 1-12

Publisher: Taylor and Francis

eISSN: 1475-7575

ISSN: 0300-4279

DOI: 10.1080/03004279.2016.1178316

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.

This data was imported from Scopus:

Authors: Berger, R. and Zezulkova, M.

http://eprints.bournemouth.ac.uk/23440/

Journal: Education 3-13

Volume: 46

Issue: 1

Pages: 64-75

eISSN: 1475-7575

ISSN: 0300-4279

DOI: 10.1080/03004279.2016.1178316

© 2016 ASPE. 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.

This data was imported from Web of Science (Lite):

Authors: Berger, R. and Zezulkova, M.

http://eprints.bournemouth.ac.uk/23440/

Journal: EDUCATION 3-13

Volume: 46

Issue: 1

Pages: 64-75

eISSN: 1475-7575

ISSN: 0300-4279

DOI: 10.1080/03004279.2016.1178316

The data on this page was last updated at 05:17 on May 25, 2020.