Multimodal Literacy in a New Era of Educational Technology: Comparing Points of View in Animations of Children's and Adult Literature release_hext7qgoarfutnzy7kp7qmvpfu

Abstract

<jats:sec><jats:title>Purpose</jats:title> The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults. </jats:sec><jats:sec><jats:title>Design/Approach/Methods</jats:title> Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities. </jats:sec><jats:sec><jats:title>Findings</jats:title> Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged. </jats:sec><jats:sec><jats:title>Originality/Value</jats:title> The study shows that it is crucial to students' critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions. </jats:sec>
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