Rationale

Multimodal texts are used in order to demonstrate the fact that narratives
in the classroom are no longer constrained to physical books. It is
important to note that multimodal texts can connect with students who
may have otherwise not been interested in a story or setting, which is a
reality in any given classroom (Jewitt, 2005, 2008). Taking part in a
narrative in a visual way also supports the notion that teachers must be
wary of different types of learners in the classroom.
It is well documented that motivated students are happier, and retain
more from what they have learned (Yeung, Lau & Nie, 2011; Kelsey &
D'souza, 2004). Teaching literacy is no different, and it is argued that
teachers should strive towards creating and fostering optimal conditions
for literacy learning (Wing Jan, 2009). Some of these conditions include
ensuring

that

the

students

are

immersed,

engaged,

and

have

expectations that the lesson will result in something being learned. When
a student knows their learning intention and their goals, they are more
likely to stay motivated and achieve this goal (Phalet, Andriessen & Lens,
2004; Young, 2005).
Students will need to research the era or setting of their story, which will
result in richer characters and setting. To some, this will be very
rewarding, and it will enhance their literacy learning, as well as their
knowledge of history.
An important aspect of an information narrative is creating characters that
feel like they belong in the world (Wing Jan, 2009). These characters are
made believable through different methods, including their place in the
world, the way the world treats them, and the language they used when
interacting with others. Another useful tool to creating a believable
information narrative is the appropriate use of adjectives. A character can
only be so alive when coupled with vague and generic adjectives. In order
to combat this, a significant portion of this unit was dedicated to ensuring
that the students understood how adjectives can help place a character in

the world. Multiple approaches were repeatedly used in order to make the
students comfortable with using adjectives in their work. When students
are exposed to adjectives in a variety of texts, their use of adjectives will
improve, which will improve their writing, as well as their wondering about
the world, as they are able to use more appropriate words (Drugas, 2015).
Information narratives can be used to present history in a new and
exciting way. Narayan (2007) believes that creative nonfiction texts (which
are very similar to information narratives) can offer ethnography, in that
the reader is able to see a story from not only a different point of view, but
from an authentic representation of that point of view.
A major part of an information narrative is making sure the characters are
written correctly, especially how they speak. Berardo (2006) explains that
students can benefit greatly if exposed to authentic dialogue in authentic
contexts. These authentic texts allow the students to become further
immersed in a setting, while at the same time reflecting on how language
has changed over time.
This unit can help children in many different ways. They will be fostering
their abilities to collaborate with others, sharing ideas and wonders.
Furthermore, the students will be learning important history in a way that
may feel more personal to them. As they engross themselves in
information narratives, the student becomes more familiar with the
appropriate adjectives and adverbs to describe the period, as well as the
language used by people in that era. It allows them to reflect on how far
life in Australia has come, strengthening their idea of how they fit in to
this world.