A very real danger is that insufficient theoretical understandings of what is involved in multimodal artefacts and performances will leave the would-be educator trailing behind the competence pupils are already bringing to their engagement with diverse media. Serafini outlines several approaches he considers useful for this process, ranging across the linguistically-inflected approach of Theo van Leeuwen and Gunther Kress, central figures in the development of the sociosemiotic theory of multimodality that we will hear more of below (→ §2.4.5 [p. 48]), the art historical and iconographic approach of Panofsky that we mentioned above (→ §2.3.2 [p. 36]) and media literacy more generally (Iedema et al. 1995), for which the Journal of Media Literacy ...
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