<Record><identifier xmlns="http://purl.org/dc/elements/1.1/">URN:NBN:SI:doc-8DZKHRZN</identifier><date>2023</date><creator>Komninos, Nickolas</creator><relation>documents/doc/8/URN_NBN_SI_doc-8DZKHRZN_001.pdf</relation><relation>documents/doc/8/URN_NBN_SI_doc-8DZKHRZN_001.txt</relation><format format_type="volume">16</format><format format_type="type">article</format><format format_type="issue">special iss.</format><format format_type="extent">str. 157–171</format><identifier identifier_type="DOI">10.18690/rei.16.Spec.Iss.2990</identifier><identifier identifier_type="COBISSID_HOST">178888195</identifier><identifier identifier_type="ISSN">1855-4431</identifier><identifier identifier_type="URN">URN:NBN:SI:doc-8DZKHRZN</identifier><language>eng</language><publisher publisher_location="Maribor">Univerzitetna založba Univerze v Mariboru</publisher><source>Revija za elementarno izobraževanje</source><rights>BY</rights><subject language_type_id="eng">literacy</subject><subject language_type_id="eng">metaseiotic awareness</subject><subject language_type_id="slv">metasemiotska ozaveščenost</subject><subject language_type_id="eng">multiliteracy</subject><subject language_type_id="eng">multimodality</subject><subject language_type_id="slv">pismenost</subject><subject language_type_id="slv">večkodnost</subject><subject language_type_id="slv">večrazsežna pismenost</subject><title>Tracking multimodal literacy in schools: a case study</title></Record>