Textual Repertoires
Textual repertoires refer to the range of communication skills, knowledge, and practices that individuals draw on to make sense of and create texts across different modes and media (Burnett & Merchant, 2020). A child’s textual repertoire might include reading printed books, watching videos, listening to podcasts, or engaging with interactive apps, all of which contribute to their ability to interpret and produce meaning in various contexts.
In traditional print texts children draw on repertoires of understanding written language, interpreting descriptive vocabulary, and connecting illustrations through visual literacy with the narrative, to understand the story, and connect emotion.
In contrast, digital texts rely on digital literacy repertoires. Children use their knowledge of recognising icons, navigating touch-based interactions, and responding to audio and visual cues to build meaning. Game-like conventions, such as tapping, dragging, or popping elements, foster active engagement and allow learners to make choices that influence how the story unfolds.
Beyond print and digital forms, learners also develop broader textual repertoires such as media literacy, understanding how information, advertising, and entertainment shape perception. Furthermore, learners may draw on oral literacy, using speech, listening, and performance to build meaning, as well as critical literacy, where learners may analyze texts to question perspective, power, and representation.
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