Young people's readings of a political cartoon and the concept of multimodal literacy

Abstract

This article uses young people's responses to a newspaper cartoon as a way of exploring the concept of multimodal literacy. The discussion draws on data from a study which aimed to elicit the geopolitical views of 16–19-year-olds in a multi-ethnic British city by using cartoons as a way of encouraging them to talk about their thoughts and feelings towards recent political events. We argue that, contrary to popular perceptions, political cartoons are complex and polysemous and require a particular form of literacy. This not only encompasses the ability to read visual grammar, but also an understanding of the cartoon genre and how it is constructed, with a view to conveying particular meanings within a specific social and cultural context.