'Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdisciplinary observation, which challenges our thinking about how meaning and knowledge are shaped by our modes of communication. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.' Professor Ron Scollon, Department of Linguistics, Georgetown University. This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.
With the recent explosion of technology into the world of education across the globe, this book sets out a framework for rethinking the three key areas of schooling that are most affected by technology's impact on education today: knowledge ...
Brimming with information about why creative and collaborative learning across the content areas is important to foster 21st century skills, this book also expands the definition of "text" to encompass multimodal elements, including print, ...
Taking a close look at multimodal composing as an essential new literacy in schools, this volume draws from contextualized case studies across educational contexts to provide detailed portraits of teachers and students at work in classrooms ...
As explored in this open access book, higher education in STEM fields is influenced by many factors, including education research, government and school policies, financial considerations, technology limitations, and acceptance of ...
This edited volume provides research-based knowledge on the use, production and assessment of multimodal texts in the teaching and learning of English as an Additional Language (EAL).
This book also presents a case for further research in educational semiotics to understand the embodied ways of meaning-making in the pedagogic context.
This volume takes a broad view of multimodality as it applies to a wide range of subject areas, curriculum design, and classroom processes to examine the ways in which multiple modes combine in contemporary classrooms and its subsequent ...
Multimodal Literacy challenges dominant ideas around language, learning, and representation.
Elsie Lubbe Research Unit Self-Directed Learning, Faculty of Education, North-West University, Potchefstroom, ... Self-directed learning research: An imperative for transforming the educational landscape. xxv Notes on Contributors.
This open access book provides an introduction to multimodality and the role of multimodal texts in today’s education.