In many contemporary texts boundaries are broken down. Words and image convey multiple meanings, lending themselves to postmodern readings, in the sense that they encourage readings that reject a single interpretation and instead hold in suspense the possibility of multiple readings co‐existing. This article explores how these texts allow the consumer/reader the opportunity to actively engage, and in a sense therefore to produce, the cultural event rather than being merely the passive receiver of it. It raises implications for the way that such texts are considered in schools.
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Coles et al. (2001) studied this question.