Abstract

A Synthetic Model of Analysis has been proposed to address the complexities of advancing critical literacy through the teaching of narrative literary texts. This five-level model was designed as an assemblage of the Multiliteracies Model and Four Resources Model, which also combined systemic functional grammar, visual design grammar, and narrative discourse grammar with the dialogicality of language and reception theory approaches. In the light of new theory advancements in multiliteracies, we revisit our design to explore meaning transpositions across meaning forms and between meaning functions in literary narrative reading from an in-between standpoint. The complex transposition iterations charted are intended to inform discussions on transpositional grammar and online learning.