Paul Chandler
To what extent are teachers well prepared to teach multimodal authoring?
Australian Catholic University
study reports responses survey 55 upper primary school teachers conducted prior classes engaging substantial unit work multimodal composition survey designed ascertain extent teachers already familiar already embedded teaching metalanguage multimodal composition project data drawn underlying theoretical perspective described teachers overall attention relevant metalanguage identified quite low differential attention paid general elements text construction practices together prior professional learning associated material raises concerns preparedness multimodal authoring teaching generally schools school systems teachers advised take urgent systemic action ensure satisfactory implementation multimodal authoring literacy practice recommendations research presented