Multimodal Literacy
Multimodal Literacy

Author: Carey Jewitt

Publisher: New Literacies and Digital Epistemologies

Published: 2003

Total Pages: 0

ISBN-13: 9780820452241

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Multimodal Literacy challenges dominant ideas around language, learning, and representation. Using a rich variety of examples, it shows the range of representational and communicational modes involved in learning through image, animated movement, writing, speech, gesture, or gaze. The effect of these modes on learning is explored in different sites including formal learning across the curriculum in primary, secondary, and higher education classrooms, as well as learning in the home. The notion of literacy and learning as a primary linguistic accomplishment is questioned in favor of the multimodal character of learning and literacy. By illustrating how a range of modes contributes to the shaping of knowledge and what it means to be a learner, Multimodal Literacy provides a multimodal framework and conceptual tools for a fundamental rethinking of literacy and learning.

Multimodal Literacies and Emerging Genres
Multimodal Literacies and Emerging Genres

Author: Tracey Bowen

Publisher: University of Pittsburgh Pre

Published: 2013-04-01

Total Pages: 370

ISBN-13: 0822962160

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A student’s avatar navigates a virtual world and communicates the desires, emotions, and fears of its creator. Yet, how can her writing instructor interpret this form of meaningmaking? Today, multiple modes of communication and information technology are challenging pedagogies in composition and across the disciplines. Writing instructors grapple with incorporating new forms into their curriculums and relating them to established literary practices. Administrators confront the application of new technologies to the restructuring of courses and the classroom itself. Multimodal Literacies and Emerging Genres examines the possibilities, challenges, and realities of mutimodal composition as an effective means of communication. The chapters view the ways that writing instructors and their students are exploring the spaces where communication occurs, while also asking “what else is possible.” The genres of film, audio, photography, graphics, speeches, storyboards, PowerPoint presentations, virtual environments, written works, and others are investigated to discern both their capabilities and limitations. The contributors highlight the responsibility of instructors to guide students in the consideration of their audience and ethical responsibility, while also maintaining the ability to “speak well.” Additionally, they focus on the need for programmatic changes and a shift in institutional philosophy to close a possible “digital divide” and remain relevant in digital and global economies. Embracing and advancing multimodal communication is essential to both higher education and students. The contributors therefore call for the examination of how writing programs, faculty, and administrators are responding to change, and how the many purposes writing serves can effectively converge within composition curricula.

Reading the Visual
Reading the Visual

Author: Frank Serafini

Publisher: Teachers College Press

Published: 2014

Total Pages: 209

ISBN-13: 0807754714

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Reading the Visual is an essential introduction that focuses on what teachers should know about multimodal literacy and how to teach it. This engaging book provides theoretical, curricular, and pedagogical frameworks for teaching a wide-range of visual and multimodal texts, including historical fiction, picture books, advertisements, websites, comics, graphic novels, news reports, and film. Each unit of study presented contains suggestions for selecting cornerstone texts and visual images and launching the unit, as well as lesson plans, text sets, and analysis guides. These units are designed to be readily adapted to fit the needs of a variety of settings and grade levels.

Multimodal Literacy in School Science
Multimodal Literacy in School Science

Author: Len Unsworth

Publisher:

Published: 2022

Total Pages: 240

ISBN-13: 9780367714048

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This book establishes a new theoretical and practical framework for multimodal disciplinary literacy (MDL) fused with the subject-specific science pedagogies of senior high school biology, chemistry and physics. It builds a compatible alignment of multiple representation and representation construction approaches to science pedagogy with the social semiotic, systemic functional linguistic based approaches to explicit teaching of disciplinary literacy. The early part of the book explicates the transdisciplinary negotiated theoretical underpinning of the MDL framework, followed by the research-informed repertoire of learning experiences that are then articulated into a comprehensive framework of options for the planning of classroom work. Practical adoption and adaptation of the framework in biology, chemistry and physics classrooms are detailed in separate chapters. The latter chapters indicate the impact of the collaborative research on teachers professional learning and students' multimodal disciplinary literacy engagement, concluding with proposals for accommodating emerging developments in MDL in an ever-changing digital communication world. The MDL framework is designed to enable teachers to develop all students 'disciplinary literacy competencies. This book will be of interest to researchers, teacher educators and postgraduate students in the field of science education. It will also have appeal to those in literacy education and social semiotics.

Multimodal Literacies Across Digital Learning Contexts
Multimodal Literacies Across Digital Learning Contexts

Author: Maria Grazia Sindoni

Publisher: Routledge

Published: 2021-11-29

Total Pages: 217

ISBN-13: 1000505464

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This collection critically considers the question of how learning and teaching should be conceived, understood, and approached in light of the changing nature of learning scenarios and new pedagogies in this current age of multimodal digital texts, practices, and communities. The book takes the concept of digital artifacts as being composed of multiple meaning-making semiotic resources, such as visuals, music, and design, as its point of departure to explore how diverse communities interact with these tools and develop and explore their understanding of digital practices in learning contexts. The first section of the volume examines different case studies in which involved participants learn to grapple with the introduction of digital tools for learning in children’s early years of schooling. The second section extends the focus to secondary and higher education settings as digital learning tools grow more complex as do students, parents, and teachers’ interactions with them and the subsequent need for new pedagogies to rethink these multimodal artifacts. A final section reflects on the implications of new multimodal tools, technologies, and pedagogies for teachers, such as on teacher training and community building among educators. In its in-depth look at multimodal approaches to learning as meaning-making in a digital world, this book will be of interest to students and scholars in multimodality, English language teaching, digital communication, and education.

Visual Approaches to Teaching Writing
Visual Approaches to Teaching Writing

Author: Eve Bearne

Publisher: SAGE

Published: 2007-09-26

Total Pages: 217

ISBN-13: 184920506X

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Includes CD-Rom Why are visual approaches to literacy important? Children′s experience of texts is no longer limited to words on printed pages - their reading and writing worlds are formed in multimodal ways, combining different modes of communication, including speech or sound, still or moving images, writing and gesture. This book is a practical guide for teachers in making sense of multimodal approaches to teaching writing. The book covers topics such as: - The design of multimodal texts and the relationships between texts and images - How to build a supportive classroom environment for analysing visual and audiovisual texts, and how to teach about reading images - How to plan a teaching sequence leading to specific writing outcomes - Examples of teaching sequences for developing work on narrative, non-fiction and poetry - Formative and summative assessment of multimodal texts, providing levels for judging pupil development, and suggestions for moving pupils forward - How to write, review and carry out a whole school policy for teaching multimodal writing The book is accompanied by a CD, which contains a range of examples of children′s multimodal work, along with electronic versions of the activities and photocopiable sheets from the book, and material designed for use with interactive whiteboards. It will be a valuable resource for primary teachers, literacy co-ordinators and students on initial teacher training courses.

Advanced Methodologies and Technologies in Modern Education Delivery
Advanced Methodologies and Technologies in Modern Education Delivery

Author: Khosrow-Pour, D.B.A., Mehdi

Publisher: IGI Global

Published: 2018-09-21

Total Pages: 1163

ISBN-13: 1522573666

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Recent innovations and new technologies in education have altered the way teachers approach instruction and learning and can provide countless advantages. The pedagogical value of specific technology tools and the cumulative effects of technology exposure on student learning over time are two areas that need to be explored to better determine the improvements needed in the modern classroom. Advanced Methodologies and Technologies in Modern Education Delivery provides emerging research on educational models in the continually improving classroom. While highlighting the challenges facing modern in-service and pre-service teachers when educating students, readers will learn information on new methods in curriculum development, instructional design, and learning assessments to implement within their classrooms. This book is a vital resource for pre-service and in-service teachers, teacher education professionals, higher education administrative professionals, and researchers interested in new curriculum development.

Working with Multimodality
Working with Multimodality

Author: Jennifer Rowsell

Publisher: Routledge

Published: 2013

Total Pages: 194

ISBN-13: 0415676231

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Beginning with theory, focusing on insider stories about modes, how they work, and how to work with them, then concluding with the implications and application of such information, this text brings the multiple modes together into an integrated theory of multimodality.

Why Multimodal Literacy Matters
Why Multimodal Literacy Matters

Author: Rachel Heydon

Publisher: Springer

Published: 2016-11-25

Total Pages: 166

ISBN-13: 9463007083

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Literacy research has focused increasingly on the social, cultural, and material remaking of human communication. Such research has generated new knowledge about the diverse and interconnected modes and media through which people can and do make meaning and opened up definitions of literacy to include image, gaze, gesture, print, speech, and music. And yet, despite all of the attention to multimodality, questions remain that are fundamental to why multimodal literacy might matter to people and their communities. How, for instance, might multimodal literacy be implicated in wellbeing? And what of the little-researched sonic in multimodal ensembles? For centuries singing, as a basic form of human communication and tool for teaching and learning, has been used to share knowledge and pass on understandings of the world from one generation to another. What, however, are the implications of singing and its effects on people’s prospects for learning and making meaning together? In this thought-provoking book, the authors explore notions of wellbeing and what is created when skipped generations are brought together through singing-infused multimodal, intergenerational curricula. They argue for the import of singing as a multimodal literacy practice and unite theoretical ideas, practical tools, and empirical research findings from a ground-breaking seven-year study of intergenerational singing in multimodal curricula. Educators and researchers alike will find in the pages of this interdisciplinary book responses to the question of why multimodal literacy might matter and a sample curriculum designed to foster the expansion of people’s literacy and identity options across the lifespan. /div

Designing Learning for Multimodal Literacy
Designing Learning for Multimodal Literacy

Author: Fei Victor Lim

Publisher: Taylor & Francis

Published: 2022-11-30

Total Pages: 180

ISBN-13: 1000781836

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Designing Learning for Multimodal Literacy addresses the need to design learning for multimodal literacy in a world that is increasingly saturated with print and digital media. In the current age, communication and interactions on social media are seldom made with language alone but are often accompanied with emojis, images, and videos, making meanings multimodally. Young people, including children, are also increasingly active in making videos of themselves, their ideas, and their experiences as part of their out-of-school literacy activities. In particular, for language teachers, the present shifts in our world require that teachers re-examine what they teach and how they can meaningfully and effectively teach the students in their classes today. At 8 years old, Alden created his own rap music video and shared it with the world. He wrote his own lyrics and set it against the music he remixed and meshed from a music download site. Alden is in your classroom today. As his teacher, what would you teach him? How would you engage him? Alden, and children like him, is the inspiration for why the authors have written this book. The changing times and changing learners place a demand on educators to continually reflect on what and how teachers are teaching their students – to ensure that learning in school remains relevant, relatable, and prepares them for the world of the future. Lim’s book outlines how teachers can design learning for multimodal literacy. It is a result of a collaboration between an educational researcher and a curriculum developer, and offers practical resources for practitioners but also design principles and considerations based on practice with a range of students to inform and inspire academics and postgraduate students. It is poised to contribute to the global conversation and interest on how educators can reflect on the zeitgeist of the digital age and design learning for multimodal literacy.