Construction of common interpretive spaces through intertextual loops – How teachers interpret multimodal learning materials

This study draws on several theoretical domains: intertextuality, multimodality, and the pedagogy of multiliteracies. We introduced multimodal textbook materials to eleven experienced teachers and examined, through in-depth interviews, their approach to juxtapositions of literary texts and visual artwork. Our analysis revealed (a) three attitudes toward textbook juxtapositions: unconditional approval, conditional approval, and rejection; and (b) a three-phase pattern of behavior: identifying commonalities, repeatedly comparing texts, and interpreting juxtapositions as intertextual interpretive units. We suggest that enhancing teachers’ awareness of their own thought processes may promote their insight about the contribution of the weaving of visual art into literature instruction.

► We examined teachers coping with literary texts and visual artworks juxtapositions.
► We found three attitudes toward juxtapositions use in teaching.
► All teachers demonstrated a three-phase pattern of behavior.
► Phases: identifying commonalities-cycles of comparisons-constructing a joint unit.
► Teachers’ attitudes affected their interpretation of juxtapositions.