Students’ critical analyses of prominent perspectivesin a digital multimodal text

Abstract

The purpose of this article is to explore how aspects of students' critical digital literacy can be developed through the analysis of digital multimodal texts in a secondary school classroom. The analysis of students' group discussions, when deconstructing a video clip, shows that opportunities to develop a critical awareness of prominent perspectives in a digital multimodal text increase when students become aware of the construction of the text. However, more instructional attention needs to be given to the role modes play across diverse elements in a digital multimodal text.