Writing as design: enabling access to academic discourse in a multimodal environment
Journal Article
2012
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Authors
Journal Title
South African Journal of Higher Education
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Publisher
University of Cape Town
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Series
Abstract
This article builds on and contributes to work in writing pedagogy, with a particular focus on multimodality. Research on writing and academic literacies have examined changing texts in higher education, yet there has not been a particular emphasis on how these texts are reconfigured in the multimodal moment. This article examines the implications of a more inclusive view of the representational landscape for writing pedagogies and academic literacies. It explores the visual nature of writing, and some of the ways academic discourse is constructed across images and writing in texts in Higher Education. It also questions the extent to which visual and verbal modes can be used as critical 'metaforms' for reflection. The aim is to create awareness in order to enable student access to a broader multimodal notion of academic discourse.
Description
This is an Accepted Manuscript of an article published by Taylor & Francis in South African Journal of Higher Education in 2012, available online: http://reference.sabinet.co.za/webx/access/electronic_journals/high/high_v26_n3_a2.pdf.
Reference:
Archer, A. 2012. Writing as design: enabling access to academic discourse in a multimodal environment. South African Journal of Higher Education.