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Reading Film in the Primary Curriculum: An Emerging Progression Framework

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Abstract

This chapter begins by considering the different modes of communication, which a primary curriculum should address, as well as providing clarification on the associated vocabulary in relation to visual literacy and film. It considers displacement theories, which have suggested a negative impact on child development and learning, and an asset model approach (Tyner, Literacy in a digital world: Teaching and learning in the age of information, Erlbaum, 1998), which explores how being a proficient reader of one mode of communication can support another. The concept of the asset model moves onto an emerging progression framework, established by considering the connections between models of print reading development (Rabinowitz, Before reading: Narrative conventions and the politics of interpretation, Cornell University Press, 1987, Luke and Freebody, Further notes on the four resources model, 1999, Assessment Focuses QCA, Assessing pupil progress—Assessment guidelines for reading/assessment guidelines for writing, 2008) and the reading of film.

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Copyright information

© The Author(s) 2017

Authors and Affiliations

  1. 1.J H Bulman Consultancy LtdMarket RasenUK

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