Publications

Books:

Painter, C., Martin, J. R., & Unsworth, L. (2013). Reading Visual Narratives: Image Analysis of Children’s Picture Books. London: Equinox.

Unsworth, L. (2006) e-literature for Children: Enhancing Digital Literacy Learning.  London: Routledge.

Unsworth, L., Thomas, A., Simpson, A. and Asha, J. (2005) Children’s Literature and Computer-based Teaching.  London: McGraw-Hill/Open University Press.

Edited books:

Unsworth, L., & Thomas, A. (Eds.). (2014). English Teaching and New Literacies Pedagogy: Interpreting and authoring digital multimedia narratives. New York: Peter Lang Publishing.

Unsworth, L. Ed. (2008) Multimodal Semiotics: Functional Analyses in Contexts of Education.  London/New York: Continuum.

Unsworth, L. Ed. (2008) New Literacies and the English Curriculum.  London and New York: Continuum.

Chapters in books

Unsworth, L. (2017). Image-language interaction in text comprehension: Reading reality and national reading tests.In Improving Reading in the 21st Century: International Research and Innovations. C. Ng and B. Bartlett. Dordrecht, Springer: 99-118.

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.

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.

Unsworth, L. (2015). Curriculum literacies: Accessing disciplinary discourses. In J. Turbill, G. Barton & C. Brock (Eds.), Teaching Writing in Today’s Classrooms: Looking Back to Look Forward (pp. 262-280). Adelaide: Australian Literacy Educators’ Association Ltd.

Unsworth, L. (2014). Investigating point of view in picture books and animated movie adaptations. In K. Mallam (Ed.), Picture books and beyond: Ways of reading and discussing multimodal texts (pp. 92-107). Sydney: PETAA.

Unsworth, L. (2014). The Image/Language Interface in Picture books as Animated Films: A Focus for New Narrative Interpretation and Composition Pedagogies. In L. Unsworth & A. Thomas (Eds.), English Teaching and New Literacies Pedagogy: Interpreting and authoring digital multimedia narratives(pp. 105-122). New York: Peter Lang Publishing.

Unsworth, L. (2014). Towards a Metalanguage for Multimedia Narrative Interpretation and Authoring Pedagogy. In L. Unsworth & A. Thomas (Eds.), English Teaching and New Literacies Pedagogy: Interpreting and authoring digital multimedia narratives(pp. 1-22). New York: Peter Lang Publishing

Bain, J., & Unsworth, L. (2014). Empowering Older Adolescents as Authors: Multiliteracies, Metalanguage and Multimodal Literary Narratives. In L. Unsworth & A. Thomas (Eds.), English Teaching and New Literacies Pedagogy: Interpreting and authoring digital multimedia narratives(pp. 191 – 212). New York: Peter Lang Publishing.

Unsworth, L. (2014). Interfacing Visual and Verbal Narrative Art in Paper and Digital Media: Recontextualizing Literature and Literacies. In G. Barton (Ed.), Literacy in the Arts: Retheorising Learning and Teaching (pp. 55 – 76). Cham, Heidelberg, New York, Dordrecht, London: Springer. (pp. 55–76)

Unsworth, L. (2014). Point of view in picture books and animated film adaptations: Informing critical multimodal comprehension and composition pedagogy. In E. Djonov & S. Zhao (Eds.), Critical multimodal studies of popular culture. London: Routledge. (pp201-216)

Unsworth, L. (2013). Interfacing comprehension of image-language interaction in state-wide reading texts and semiotic accounts of image-language relations. In C. Gouveia & M. Alexandre (Eds.), Languages, Metalanguages, Modalities, Cultures: Functional and socio-discoursive perspectives. Lisbon: Books on Demand/Instituto de Linguística Teórica e Computacional (ILTEC) (pp. 177-198).

Ngo, T. & Unsworth, L. (2011) Vietnamese Person Reference System as an Appraisal Resource. In Le, T.  & Le, Q. (Eds). Linguistic diversity and cultural identity: A global perspective. Hauppauge, NY: Nova Science Publishers (pp. 185-206).

Painter, C., Martin, J. R., & Unsworth, L. (2011). Organizing Visual Meaning: framing and balance in Picture-Book Images. In S. Dreyfus, S. Hood & M. Stenglin (Eds.), Semiotic Margins: Meaning in Multimodalites (pp. 125-143). London/New York: Continuum.

Unsworth, L. (2010). Resourcing multimodal literacy pedagogy: Towards a description of the meaning-making resources of language-image interaction. In T. Locke (Ed.), Beyond the grammar wars: A resource for teachers and students on developing language knowledge in the English/literacy classroom. London: Routledge/Taylor & Francis. (pp. 276-293)

Unsworth, L., & Bush, R. (2010). Introducing multimodal literacy to young children learning English as a Second Language. In D. Cole & D. Pullen (Eds.), Multiliteracies in Motion: Current Theory and Practice London/New York: Routledge. (pp. 59-83).

Unsworth, L. and Cleirigh, C. (2009) Multimodality and reading: The construction of meaning through image-text interaction. In Jewitt, C. ed. The Routledge Handbook of Multimodal Analysis.  London: Routledge. Pp151-163.

Unsworth, L. (2008) Negotiating New Literacies in English Teaching.  In Unsworth, L. ed. New Literacies and the English Curriculum.  London and New York: Continuum. (pp. 3-20)

Unsworth, L. (2008) Comparing and Composing Digital Re-presentations of Literature: Multimedia Authoring and Meta-communicative Knowledge.  In Unsworth, L. ed. New Literacies and the English Curriculum.  London and New York: Continuum. (pp. 186-212)

Unsworth, L. (2008). Explicating inter-modal meaning-making in media and literary texts: Towards a metalanguage of image/language relations. In Burn, A. and Durrant, C. (Eds), Media Teaching: Language, Audience, Production. Kent Town, South Australia: Wakefield Press and AATE-NATE. (pp48-80).

Unsworth, L. (2008).Multiliteracies and metalanguage: Describing image/text relations as a resource for negotiating multimodal texts. In D. Leu, Corio, J., Knobel, M., Lankshear, C. (Ed.), Handbook of research on new literacies. New Jersey: Erlbaum. (pp 377-405)

Unsworth, L. (2007). Multiliteracies and Multimodal Text Analysis in Classroom Work with Children’s Literature. In T. Royce & W. Bowcher (Eds.), Perspectives on the Analysis of Multimodal Discourse. New Jersey: Erlbaum. (pp 331-360).

Christie, F. and Unsworth, L. (2005) Developing dimensions of an educational linguistics. In Webster, J., Matthiessen, C. and Hasan, R. (eds). Continuing Discourse on Language: A Functional Perspective.  London: Equinox (pp. 217-250)

Unsworth, L. (2000) Investigating subject-specific literacies in school learning. In L. Unsworth, Ed. Researching language in schools and communities. London: Continuum (Cassell).

Unsworth, L. and Christie, F.(2000) Developing socially responsible language research. In L. Unsworth, Ed. Researching language in schools and communities. London: Continuum (Cassell).

Unsworth, L. (1999) Teaching about explanations: Talking out the grammar of written language. In Watson, A. and Giorcelli, L. Eds. Accepting the literacy challenge. Sydney: Scholastic.

Unsworth, L. (1992) Evaluating reading materials. In Language assessment in primary classrooms, Ed. Derewianka, B. Sydney: Harcourt, Brace, Jovanovich.

Journal Articles

Macken-Horarik, M., Sandiford, C., Love, K., & Unsworth, L. (2015). New ways of working ‘with grammar in mind’ in School English: Insights from systemic functional grammatics. Linguistics and Education, 31, 145-158

Ngo, T., & Unsworth, L. (2015). Reworking the appraisal framework in ESL research: refining attitude resources. Functional Linguistics, 2(1), 1-24. doi: DOI: 10.1186/s40554-015-0013-x

Unsworth, L., & Ngo, T. (2015). The role of images in Vietnamese textbooks for the teaching of English as a Foreign Language. Language and Life, 231(1), 93-100.

Unsworth, L., & Macken-Horarik, M. (2015). Interpretive responses to images in picture books by primary and secondary school students: Exploring curriculum expectations of a ‘visual grammatics’. English in Education, 49(1), 56-79. doi: 10.1111/eie.12047

Love, K., Sandiford, C., Macken-Horarik, M., & Unsworth, L. (2014). From ‘bored witless’ to ‘rhetorical nous’: Teacher orientation to knowledge about language and strengthening student persuasive writing. English in Australia, 49(3), 43-56.

Unsworth, L. (2015). Persuasive narratives: Evaluative images in picture books and animated movies. Visual Communication, 14(1), 73-96. doi: DOI 10.1177/1470357214541762

Macken-Horarik, M., & Unsworth, L. (2014). Building teacher knowledge and know-how through systemic functional theory. OnomáZein, Número Especial IX, 230-251.

Unsworth, L., Meneses, A., Ow, M., & Castillo, G. (2014). Analyzing the Semiotic Potential of Typographic Resources in Picture Books in English and in Translation. International Research in Children’s Literature, 7(2), 117-135.

Mills, K., Unsworth, L., Bellocchi, A., Park, J., & Ritchie, S. (2014). Children’s Emotions and Multimodal Appraisal of Places: Walking with the Camera Australian Journal of Language and Literacy, 37(2), 171-181.

Ge, Y.-P., Chung, C.-H., Wang, K.-H., Chang, H.-P., & Unsworth, L. (2014). Comparing the images in Taiwanese and Australian science textbooks by grammar of visual design: An Example of biological classification. Chinese Journal of Science Education, 22(2), 109-134.

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.

Unsworth, L. 2014. Multimodal Reading Comprehension: Curriculum Expectations and Large-scale Literacy Testing Practices. Pedagogies: An International Journal, 9, 26-44.

Klein, P. D. & Unsworth, L. 2014. The logogenesis of writing to learn: A systemic functional perspective. Linguistics and Education, 26, 1-17.

Unsworth, L. (in press 2014). Persuasive narratives: Evaluative images in picture books and animated movies. Visual Communication 13 (2),

Barton, G., & Unsworth, L. (in press 2014). Music, multiliteracies and Multimodality: Exploring the book and movie versions of Shaun Tan’s “The Lost Thing” Australian Journal of Language and Literacy.

Unsworth, L. (2013). Re-­configuring image-­language relations and interpretive possibilities in picture books as animated movies: A site for developing multimodal literacy pedagogy. Ilha do Desterro: A Journal of English Language, Literatures in English and Cultural Studies (Special Issue on Multimodality), 64, 15 – 47.

Unsworth, L. (2013) Point of view in picture books and animated movie adaptations. Scan 32 (1), 28-37.

Bittman, M., Rutherford, L., Brown, J., Unsworth, L. (2012) Digital natives? New and old media and children’s language acquisition. Family Matters. 91:18-26

Ngo, T., Unsworth, L. & Feez, S. (2012). Enhancing expressions of attitudes: achieving equity for international students in everyday communication. TESOL in Context: TESOL as a Global Trade: Ethics, Equity and Ecology. Special Conference Edition S3 edited by Robert Jackson, http://www.tesol.org.au/Publications/Special-Editions.

Chandler, P., Unsworth, L., & O’Brien, A. (2012). Evaluation of students’ digital animated multimodal narratives and the identification of high-performing classrooms. Journal of Literacy and Technology, 13(3), 80-128.

Rutherford, L., Bittman, M., Brown, J. & Unsworth, L. (2011) ‘Digital natives’?: New and old media and children’s outcomesAustralian Journal of Education 55: 2, 73-87.

Chan, E., & Unsworth, L. (2011). Image-language interaction in online reading environments: Challenges for students’ reading comprehension. Australian Educational Researcher, 38(2), 181-202.

Daly, A. and Unsworth, L. (2011) Analysis and comprehension of multimodal texts. Australian Journal of Language and Literacy, 34(1), 61-80.

 

Macken-Horarik, M., Love, K. and Unsworth, L. (2011) A grammatics ‘good enough’ for school English: Grammatical tools adequate to the national curriculum and to English in new times. Australian Journal of Language and Literacy, 34(1), 9-23.

O’Brien, A., Chandler, P., & Unsworth, L. (2010). 3D multimodal authoring in the middle years: a research project. Synergy, 8(1), 1-5.

Chandler, P., O’Brien, A., & Unsworth, L. (2010). Towards a 3D digital multimodal curriculum for the upper primary school. Australian Educational Computing, 25(1), 34-40.

Unsworth, L. and Chan, E. (2009) Bridging multimodal literacies and national assessment programs in literacyAustralian Journal of Language and Literacy, Vol. 32 No 3, pp 245-257.

Unsworth, L., & Chan, E. (2008). Assessing integrative reading of images and text in group reading comprehension tests. Curriculum Perspectives, 28(3), 71-76.

Unsworth, L. (2008) Multiliteracies, e-Literature and English TeachingLanguage and Education, 22(1):62-75.

Unsworth, L. and Ortigas, I. (2008) Exploring the Narrative Art of David Wiesner: Using a Grammar of Visual Design and Learning Experiences on the World Wide Web. L1-Educational Studies in Language & Literature, 8(3), p. 1-21. [http://l1.publication-archive.com/public?fn=enter&repository=1]

Noad, B. and Unsworth, L. (2007) Semiosis in the Film Soundtrack: Aural Perspective and Social Distance in ‘The Queen’ Film TrailerLiteracy Learning: the Middle Years, 15 (2):8-19.

Unsworth, L. (2006) Multiliteracies and a metalanguage of image/text relations: Implications for teaching English as a first or additional language in the 21st century. In K. Cadman & K. O’Regan (Eds.), Tales out of school: Identity and English language teaching. Special edition of TESOL in Context. Series S(1) pp147-162.

Unsworth, L. (2006) Towards a metalanguage for multiliteracies education: Describing the meaning-making resources of language-image interactionEnglish Teaching: Practice and Critique, 5(1):55-76.  http://education.waikato.ac.nz/research/files/etpc/2006v5n1art4.pdf

Unsworth, L., Thomas, A. and Bush, R. (2004) The role of images and image-text relations in group ‘basic skills tests’ of literacy for children in the primary years. Australian Journal of Language and Literacy, 27(1):46-65.

Unsworth, L. (2004) Comparing school science explanations in books and computer-based formats: The role of images, image/text relations and hyperlinks.  International Journal of Instructional Media, Vol31(3):283-301.

Unsworth, L. (2003) Re-framing research and literacy relating to CD ROM narratives: Addressing ‘radical change’ in digital age literature for childrenIssues in Educational Research, 13(2):55-70.

Unsworth, L. (2003) Rethinking research and practice related to CD-ROM narratives in classroom literacy learning: articulating conventional and computer-based literacies. Interpretations, 36 (1): 23-28.

Unsworth, L., Astorga, C. and Kaul, S. (2002) Exploring the development of a narrative of personal experience in adult second language writing: a systemic functional linguistic perspective. TESOL in Context. 12(2):20-27

Unsworth, L. (2002) Reading Grammatically: Exploring the constructedness of literary texts. L1 Educational Studies of Language and Literature. 2(2):121-140.

Unsworth, L. and Wheeler, J. (2002) Re-valuing the role of images in reviewing picture books. Reading: Language and Literacy 36(2):68-74

Unsworth, L. (2002) Changing dimensions of school literacies. Australian Journal of Language and Literacy 25(1):62-77.

Unsworth, L.(2001) Evaluating the language of different types of explanations in junior high school science texts. International Journal of Science Education 23(6):585-609

Unsworth, L. (1999) Explaining school science in book and CD ROM formats: Using semiotic analyses to compare the textual construction of knowledge. International Journal of Instructional Media, 26(2):159-179

*  Unsworth, L. (1999) Developing critical understanding of the specialised language of school science and history texts – A functional grammatical perspective. Journal of Adolescent and Adult Literacy, 42(7):508-527

*  Selected for republication in Moss, G. ed. (2004) Critical Reading in Content Areas.  Dubuque, Indiana: McGraw-Hill/Dushkin Publishing.

Unsworth, L.(1997) “Sound” explanations in school science: A functional linguistic perspective on effective apprenticing texts. Linguistics and Education, 9(2):199-226.

Unsworth, L.(1997) Scaffolding reading of science explanations: Accessing the grammatical and visual forms of specialised knowledge . Reading , 31(3):30-42

Unsworth, L.(1997) Some practicalities of a language-based theory of learning.Australian Journal of Language and Literacy., 20(1):36-52

Unsworth, L. (1997) Explaining explanations: Enhancing science learning and literacy development. Australian Science Teachers Journal, 43(1):34-49

Callow, J. and Unsworth, L. (1997) Equity in the videosphere. Southern Review., 30(3):268-286

Unsworth, L. and Lockhart, A. (1994) Literacy and learning in science: What’s happening in the junior primary school? Australian Journal of Language and Literacy, 17:212-226.

Unsworth, L. (1993) Multiple semiotic sources as scaffolding for young children’s emergent reading of picture-story books. Australian Review of Applied Linguistics, 16 (2):1-14.

Unsworth, L. (1991) Linguistic form and the construction of knowledge in factual texts for primary school children. Educational Review, 43:201-212.

Unsworth, L. and Williams, G. (1990) Big books or big basals?: The significance of text form in constructing contexts for early literacy development through shared reading. Australian Journal of Reading, 13:100-111.

Unsworth, L. (1988) Whole language or procedural display? -The social context of popular whole language activities. Australian Journal of Reading 11:127-137.

Unsworth, L. (1984) Meeting individual needs through flexible within-class groupings of pupils. The Reading Teacher 38:298-304.

Unsworth, L.C. (1982) Meddling, modelling and muddling – reading in the content areas. Australian Journal of Reading 5:6-18.

Unsworth, L. Ed. (2000/2006) Researching language in schools and communities. London: Continuum (Cassell) – re-published 2006.

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