This paper will examine the intertextual and multimodal connections identified and explored by young adults as they engaged with a hard-copy text (book) and a related visual medium (film). Four fourth-year pre-service teachers from the University of Wollongong were recruited to participate in extensive semistructured interviews, during which they explored their interactions with their chosen mediums. Focus was placed on how individuals constructed meaning, the connections they identified between the mediums, and any cultural knowledge they drew upon for interpretive purposes. The findings of this inquiry revealed five major themes that provide insight into the intertextual and multimodal nature of meaning-making processes employed for written and visual mediums, as explained by the participants. Through better understanding of how individuals construct meaning from these media forms, teachers are more able to adequately prepare students for future success in an advanced technological society.
Recommended CitationSheils, Lara, Exploring the intertextual and multimodal connections young adults make in their explorations of hard copy and visual texts: Some implications for classroom teachers, Journal of Student Engagement: Education Matters, 2(1), 2012, 85-94.