How Teachers Interpret Multimodal Learning Materials: Construction of Common Interpretive Spaces Through Intertextual Loops

• In Event: Poster Session 2
  In Poster Session: Analyzing In-Service and Preservice Teachers’ Knowledge, Identities, and Agency

Abstract

This study draws on several theoretical domains: intertextuality, multimodality, and the pedagogy of multiliteracies. We introduced multimodal textbook to eleven experienced teachers and examined, through in-depth interviews, their approach to juxtapositions of literary texts and visual artwork. Analysis revealed (a) three different 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 the teaching of literature.

Authors

• Yael Poyas, Oranim Academic College of Education

• Billie Eilam, University of Haifa