Description
Product ID: | 9781138555020 |
Product Form: | Paperback / softback |
Country of Manufacture: | GB |
Title: | Elaborating Multiliteracies through Multimodal Texts |
Subtitle: | Changing Classroom Practices and Developing Teacher Pedagogies |
Authors: | Author: Geoff Bull, Michele Anstey |
Page Count: | 340 |
Subjects: | Primary and middle schools, Primary & middle schools, Teaching of a specific subject, Educational: First / native language, Teaching of a specific subject, Educational: English language & literacy |
Description: | Select Guide Rating This insightful book brings together the learnings and concepts from the complementary volume Foundations of Multiliteracies, to detail what students and teachers need to know, and be able to do, in a multiliterate world — with particular regard to multiliteracies, multimodal texts and related technologies. Elaborating Multiliteracies through Multimodal Texts: Changing Classroom Practices and Developing Teacher Pedagogies is the complementary volume to Foundations of Multiliteracies: Reading, Writing and Talking in the 21st Century which provides a comprehensive introduction to multiliteracies, classroom talk, planning, pedagogy and practice. This second volume, embeds an action learning model, encouraging readers to explore classroom practice around multiliteracies, collect data about their pedagogy and enact change. It provides in-depth examination of the five semiotic systems, including a suggested school-wide sequence, explores reading and writing processes with multimodal texts and explains how to develop dialogic practices through talk around multimodal texts. The links between inquiry and action learning are explored in order to demonstrate how these approaches can change classroom practices and talk around multimodal texts. Several features have been designed to help translate knowledge of multiliteracies into effective classroom practice:
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Imprint Name: | Routledge |
Publisher Name: | Taylor & Francis Ltd |
Country of Publication: | GB |
Publishing Date: | 2018-08-17 |