ABSTRACT
Many school teachers have started to incorporate digital texts into their classrooms. Yet, at a time when technology advances faster than curriculum development, uncertainties exist about the way students read digital, multimodal, screen-based texts and whether or not these reading practices are different from those they use for reading print-based texts. Researchers worldwide (e.g. Bearne et al., 2007; Coiro et al., 2008; Kress and Jewitt, 2003; Lankshear and Knobel, 2006; Walsh, 2006) have investigated this issue and shown that there are specific differences in the processing of modes through semiotic systems of language, image, sound and movement within a screen-based text. What research has not yet shown is the range of pedagogic adaptations that teachers need to make to teach reading with these kinds of texts.
