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• S.B. Heath & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (vol. II). Lawrence Erlbaum Associates. Kress, G. (2003). Literacy in the New Media Age. London: Routledge.
• Kress, G. (2005). Thinking about meaning and learning in a world of instability and multiplicity. Paper presented at the Redesigning Pedagogy: Research, Policy, Practice Conference. National Institute of Education, Singapore.
• Kress, G. (2008). Literacy in a multimodal environment of communication. In J. Flood, S.B. Heath & D. Lapp (Eds.),
• Research on Teaching Literacy Through the Communicative and Visual Arts (vol. II) Lawrence Erlbaum: New York. Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London: Routledge.
• Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design. London: Routledge.
• Love, K. (2008). Literacy across the school subjects: A multimodal approach. In L. Unsworth (Ed.), Multimodal
• Semiotics: Functional Analysis in Contexts of Education. Continuum. Messaris, P. (2001). New Literacies in Action, Visual education. Retrieved April, 24, 2012 http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/action/messaris/index.html.
• Thibault M. & Walbert D. (2003). Learn NC. Reading images: An introduction to visual literacy Retrieved from http://www.learnnc.org/lp/pages/675 1 At all stages of the intervention where “reading” images (static or moving) was required, the educationally modeled metalanguage formulated by Kress & van Leeuwen (2006) was adopted.