Zhao, S. & Unsworth, L. (2017). Touch design and narrative interpretation: A social semiotic approach to picture book apps. In Kucirkova, N. & Falloon, G. (Eds), Apps, Technology and Younger Learners. (pp 89 – 102) London: Routledge.
Australian Research Council Linkage Project:
Multiliteracies for addressing disadvantage in senior school science
Research Team: Professor Len Unsworth; Professor Russell Tytler; Associate Professor Kay O’Halloran; Dr Sally Humphrey; Professor Kristina Love; Ms Anne Lynzaat; Mrs Sarah Moss-Holland; Ms Emmaleen Oakley; Mr Robert Dullard
Summary: This project aims to develop discipline-specific pedagogies in senior physics, chemistry and biology to improve disadvantaged students’ engagement and achievement. Many students from disadvantaged backgrounds fail to develop the linguistic precision and symbolic representational dexterity needed to comprehend and communicate senior school science concepts. These pedagogies will ‘infuse’ multiliteracies in senior school science to improve access to science-based pathways for these students, and enable them to understand progressively more complex scientific concepts and demonstrate this in examinations. This project is expected to improve student retention, arrest declining enrolments in senior school science, and increase young people working in science.
Mills, K., & Unsworth, L. (2016). The literacy curriculum: A critical review. In D. Wyse, L. Hayward & Z. Pandya (Eds.), The Sage Handbook of Literacy, Pedagogy and Assessment (Vol. 2, pp. 621-637). Thousand Oaks, California: SAGE.
New journal articles now listed in ‘publications’. Some reporting on recent Australian Research Council Research Project on ‘grammatics’ in English teaching and an article with my colleague, Thu Ngo, in the Vietnamese linguistics journal ‘Language and Life’.
The new edited book with Angela Thomas has now materialised. Three chapters I contributed are now listed in the publications. Great chapters also by Angela, Paul Chandler, Annemaree O’Brien, Catherine Beavis and Thomas Apperley, Martin Waller, Jenny White, Ros Lippis, Winyu Chinthammit and Julie Bain. Hoping multimodal text creation in schools benefits from all of this work.
My colleague Georgina Barton and I have just published a paper on the role of music in the construction of meaning in the animated move version of the picture book, The Lost Thing, by Shaun Tan. Music seems to be ignored by researchers interested in the multimodal construction of meaning and is also ignored in most of the teaching about multimodal texts in schools. Georgina has provided the documentation about how the music contributes to the construction of key meanings in this movie. Check out our work in the Australian Journal of Language and Literacy:
Barton, G., & Unsworth, L. (2014). Music, multiliteracies and multimodality: Exploring the book and movie versions of Shaun Tan’s The Lost Thing. Australian Journal of Language and Literacy, 37(1), 3-20.
Here is the link to my most recent journal publication http://www.tandfonline.com/eprint/fpSqvxwAqASEgZYrz6Za/full
Unsworth, L. 2014. Multimodal Reading Comprehension: Curriculum Expectations and Large-scale Literacy Testing Practices.Pedagogies: An International Journal, 9, 26-44.
The article draws attention to the mismatch between the new Australian National Curriculum:English, which emphasizes the importance of multimodal literacy and the lack of realistic attention to multimodal reading comprehension in the national literacy testing program – National Assessment Program in Literacy and Numeracy (NAPLAN).