Abstract
This
research analyses the multimodal discourse of in-text images ‘in Nigerian
primary school literature textbooks using Gunther Kress's theoretical
framework. The study analyses selected images from approved literature texts
for students in the basic classes. A total of 15 images were analysed. The
study reveals strong inter-semiotic correspondences between text and image,
contributing to narrative coherence and literacy development for learners. The
study also observes the use of colour not just as an aesthetic presentation but
as a tool for consistency. However, indicating potential areas for improvement
in instructional design. The study discusses implications for teaching and
learning practices, including recommendations for leveraging the potential of
multimodal learning resources for enhanced educational outcomes.
Keywords: Images, Instructional design,
Intersemiotic, Multimodal Discourse, Semiotic Modality
DOI: 10.36349/alqajolls.2026.v01i02.001
author/Olaiya Kayode Stephen (PhD) & Olayinka Ifeoluwa
journal/AL-QALAM JLLS 1(2) | June 2026
