Reading in a secondary English classroom: agency, interest and multimodal design

摘要

Research data gathered from a sequence of English lessons in a London secondary school are used to interrogate the ways in which reading is conceptualized in policy and realized in practice. Analysis of a PowerPoint presentation, created by two 13-year-old students, suggests the students' ability to operate as sophisticated, multimodal sign-makers, using the resources of digital technologies in ways that are not acknowledged within the domain of schooled literacy.