English and Literacies: Educational Semiotics in English and Literacy Pedagogy
The research in Educational Semiotics in English and Literacy Pedagogy addresses all aspects of literacy education including traditional literacies and new forms of multimodal and digital literacy in the English curriculum and in other school curriculum areas, as well as childhood and adolescent literacies outside of schooling for personal, aesthetic, intellectual, social, civic and political purposes. Our research has a particular interest in the nature and role of knowledge about the meaning-making resources of language, image, music movement, gesture and other modalities in interpreting and creating texts in contemporary paper and electronic media. The trajectory of this research embraces education from early childhood to senior secondary schooling addressing ongoing and emerging issues of equity in access to existing and new literacies of empowerment in the contemporary, increasingly online and multimodal, communication age. The research reflects the multimodal conceptualisation of literacy in the Australian Curriculum: English and its emphasis on developing students’ meta-semiotic understanding to enhance their use of conventional literacies and new forms of digital, multimodal literacy practices.