Focalization and ideological meanings in a digital multimodal narrative: implications for the construction of the pedagogy of multiliteracies

Abstract This article aims to contribute to the construction of the pedagogy of multiliteracies. It presents a study developed to answer the following research question: How does focalization construct ideological meanings in digital multimodal narratives? A case study of a story app was developed involving multimodal critical discourse analysis. Findings reveal that focalization productively inscribes ideological meanings in the multimodal narrative through a complex layering of meanings resulting from the use of specific semiotic resources and the establishment of intermodal meaning processes. The findings suggest that focalization is a relevant dimension in the enactment of critical analysis of multimodal narratives, pointing into its importance in the enactment of the pedagogy of multiliteracies. Findings and implications are discussed with reference to extant research.