Witten, Michael ThomasWITTEN, MICHAEL THOMAS; 250791Corona Reyes, Adriana Isabel2019-05-242019-05-242018-01https://hdl.handle.net/20.500.12371/983The current study explores students’ use of semiotic resources when reconstructing meaning from a literary text into a multimodal representation. According to Van Leeuwen (2005), semiotic resources or modes are the actions, materials and artefacts that are used to create and communicate meaning. These can range from visual, aural and tactile resources (e.g. color, text, and sound, among others) and may adopt a variety of non-traditional reading paths. Each one of these resources individually communicate a message, but can also interact and come together into a multimodal ensemble; combining to form meaning. Kress and Van Leeuwen (2001), define multimodality as the “use of several semiotic modes in the design of a semiotic product or event, together with the particular way in which these modes are combined” (p. 20).pdfengHumanidades y Ciencias de la ConductaComunicación en educaciónEstrategias de aprendizajeSemióticaTesisopenAccess