2014 October Hanoi Session 1 B

Reading Images
An introduction to multimodality and visual grammar
Professor Len Unsworth

Australian Catholic University, Sydney

Faculty of Arts and Education
Australian Catholic University,
Sydney AUSTRALIA
Len.Unsworth@acu.edu.au
Australian Curriculum: Literacy Continuum
Australian Curriculum
Literacy Continuum
A sample of the visual literacy
requirements in the PISA and IELTS
tests

Sydney AUSTRALIA
Len.Unsworth@ACU.EDU.AU
Images in IELTS
Texts may contain non-
verbal materials such
as diagrams, graphs or
illustrations

Sydney AUSTRALIA
Images in IELTS Reading Test

Sydney AUSTRALIA
Sydney AUSTRALIA
Introducing a grammar of images
Obviously there are many different kinds of images in
textbooks and in online materials:
We can classify these images
systematically according to the
different kinds of meanings they make.
 A systemic functional semiotic approach describing

experiential, interpersonal and textual meaning-making
resources in images.
Kress, G. and T. van Leeuwen (2001/2006). Reading Images: The grammar of visual design.
London, Routledge.
Unsworth, L. (2001). Teaching Multiliteracies Across the Curriculum: Changing contexts of
text and image in classroom practice. Buckingham, United Kingdom, Open University Press.
Kress, G., & van Leeuwen,
T. (2001/2006). Reading
Images: The grammar of
visual design (2 ed.).
London: Routledge.
CONTENTS:
1. Changing dimensions of school
literacies
2. Learning about language as a

resource for literacy development
3. Describing visual literacies
4. Distinguishing the literacies of

school science and humanities
5. Exploring multimodal meaning-

making in literature for children
6. Developing multiliteracies in the

early school years
7.Developing multiliteracies in
content area teaching
Unsworth, L. (2001). Teaching Multiliteracies Across
the Curriculum: Changing contexts of text and 8. Teaching multiliteracies in the
image in classroom practice. Buckingham, United
English classroom
Kingdom: Open University Press
3 simultaneous types of meaning in images
Representational (experiential)
representing participants, events, circumstances and concepts
Interactive (interpersonal)
viewer-image relations – social distance, power, involvement
Compositional (textual)
layout of image and text – emphasis etc
3 simultaneous types of meaning in images
Narrative
Conceptual
Narrative
Conceptual
Representational Structures
Narrative
Conceptual
Representational Structures
Focalization
Social Distance
Attitude
a nd Obse
t/ Dem Focalization rve/ Offer
Conta c
Social Distance
Attitude
na l Impe
/ Perso Focalization rsona
te l/Rem
Intima ote
Social Distance
Attitude
Social
ent Detac
em hmen
Involv Focalization t
Social Distance
Attitude
ower Partic
ewer P Focalization ipant
Vi Powe
r
Social Distance
Attitude
Equality
Interactive Structures
Information Value
Salience
Framing
Information Value
Salience
Framing
Information Value
Salience
Framing
Information Value
Salience
Framing
Compositional Structures
The grammar of visual design in
discourse analysis, textbook
development and teaching.
 Critical Viewing
Narrative  Complementary
Accuracy Representational
Conceptual
Relations
 Cumulative
Knowledge
Attitude Interactive/Interpersonal
Engagement
Ideological Orientation
Prioritizing
Attention Compositional/Textual
Linking
Narrative  Complement
Conceptual
ary Relations
 Cumulative
Knowledge
Engagement
Prioritizing
Linking
The text and images are set
out on the double page spread
in a portrait orientation to
simulate the levels of the Pictorially these
various zones occurring at
levels are allocated
successive depths in the
equal proportions of
ocean.
the layout space and
hence are not to
scale, since the text
states that the sunlit
level is 150 metres
deep; the twilight
zone starts at 150
metres below sea
level and finishes
around 1000 metres
below the surface;
the midnight zone
starts at the end of
the twilight zone and
This non-scale depiction of continues to the sea
the sea levels used in the bed, possibly being
layout is also repeated in
as deep as 4000
the diagrams showing the
three main ocean depth metres and in some
zones beginning each trenches more than
descriptive paragraph. 6000 metres.
Narrative  Complementary
Conceptual
Relations
 Cumulative
Knowledge
Engagement
Prioritizing
Linking
Image text relations -
interpreting ideational meanings
These arrows are also not These arrows are not explained in
explained. What do they the text. What meanings are to be
mean? inferred?
These arrows pointing from

the gases to the Earth are
Although not stated directly, we not explained in the text
infer that this band represents
gases such as carbon dioxide
Conceptual
ary Relations
 Cumulative
Knowledge
Engagement
Prioritizing
Linking
Figure 3.24 Concrete image of a
simple electric circuit (Whyman,
1989:11)
Figure 3.25 Abstract image of a simple electric circuit (DeVreeze,

Lofts, Preuss, & Gilbert, 1992:140)
Conceptual
ary Relations
 Cumulative
Knowledge
Engagement
Prioritizing
Linking
Involvement
Kress and vanLeeuwen,
1990:
Our Society and Others(2)
Conceptual
ary Relations
 Cumulative
Knowledge
Engagement
Prioritizing
Linking
Seal Clubbing
Representational Meaning
Interactive Meaning
Barton, M. (1987) Animal Rights. London: Franklin Watts (p. 29)

Representational Meaning Seal Clubbing Interactive Meaning

Seal Clubbing

Conceptual
ary Relations
 Cumulative
Knowledge
Engagement
Prioritizing
Linking
Further Issues….
Focalization in images –
establishing point of view
Appraisal – Evaluative
Stance in Images
Further Issues….
Focalization in images –
establishing point of view
Further Issues….
Affect
Judgment
Appreciation
Appraisal – Evaluative
Stance in Images
New Research
Unsworth, L. (in press 2014). Persuasive narratives: Evaluative images in picture books and
animated movies. Visual Communication 13 (2),

Ge, Y.-P., Chung, C.-H., Wang, K.-H., Chang, H.-P., & Unsworth, L. (2014). Comparing the
images in Taiwanese and Australian science textbooks by grammar of visual design: An
Example of biological classification. Chinese Journal of Science Education, 22(2), 109-134.

Unsworth, L. 2014. Multimodal Reading Comprehension: Curriculum Expectations and
Large-scale Literacy Testing Practices. Pedagogies: An International Journal, 9, 26-44.

Klein, P. D. & Unsworth, L. 2014. The logogenesis of writing to learn: A systemic functional
perspective. Linguistics and Education, 26, 1-17.

Unsworth, L. (2014). Interfacing Visual and Verbal Narrative Art in Paper and Digital Media:
Recontextualizing Literature and Literacies. In G. Barton (Ed.), Literacy in the Arts:
Retheorising Learning and Teaching (pp. 55 - 76). Cham, Heidelberg, New York, Dordrecht,
London: Springer. (pp. 55 – 76)
Questions
and
discussion

2014 October Hanoi Session 1 B

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Reading Images

An introduction to multimodality and visual grammar

Professor Len Unsworth

Professor Len Unsworth

Professor Len Unsworth

Professor Len Unsworth

Professor Len Unsworth

 A systemic functional semiotic approach describing

2. Learning about language as a

3. Describing visual literacies

4. Distinguishing the literacies of

5. Exploring multimodal meaning-

6. Developing multiliteracies in the

These arrows pointing from

Figure 3.25 Abstract image of a simple electric circuit (DeVreeze,

Barton, M. (1987) Animal Rights. London: Franklin Watts (p. 29)

Barton, M. (1987) Animal Rights. London: Franklin Watts (p. 29)

Barton, M. (1987) Animal Rights. London: Franklin Watts (p. 29)

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