Multimodal layout in school history books: the texturing of historical interpretation
Over the past few decades, the texture of school textbooks has changed from ÃÂ¿the densely printed pageÃÂ¿ (Kress 2004) to a complex interplay of multimodal elements. This has implications for how a reader accesses curricular content. In this chapter, we will investigate the multimodal layout of history textbooks. Our aim is to show the significance of multimodal texturing in making available to the reader particular ÃÂ¿reading pathwaysÃÂ¿. We argue that these pathways have implications for how historical information and perspectives are negotiated and made sense of .