Elaborating Multiliteracies through Multimodal Texts: Changing Classroom Practices and Developing Teacher Pedagogies
Autor Geoff Bull, Michèle Ansteyen Limba Engleză Hardback – 24 aug 2018
Several features have been designed to help translate knowledge of multiliteracies into effective classroom practice:
- Graphic Outlines orient the reader to the concepts in the chapter.
- Reflection Strategies enable the reader to gauge their understanding of key concepts.
- Theory into Practice tasks enable the trialling of specific theoretical concepts in the classroom.
- Auditing Instruments inform assessment of student performance and evaluation of teacher pedagogy.
- QR codes address the multimodal and digital nature of new literacies link the reader to multimodal texts.
- Action Learning Tasks enable readers to investigate specific aspects of their multiliterate pedagogy, plan and implement change, based on their findings.
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Specificații
ISBN-13: 9781138555044
ISBN-10: 1138555045
Pagini: 340
Ilustrații: 22 Line drawings, black and white; 3 Halftones, black and white; 36 Tables, black and white; 25 Illustrations, black and white
Dimensiuni: 174 x 246 x 25 mm
Greutate: 0.79 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
ISBN-10: 1138555045
Pagini: 340
Ilustrații: 22 Line drawings, black and white; 3 Halftones, black and white; 36 Tables, black and white; 25 Illustrations, black and white
Dimensiuni: 174 x 246 x 25 mm
Greutate: 0.79 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
Cuprins
List of Figures, Tables and QR Codes
Acknowledgements
Introduction
Chapter One. The Action Learning Cycle: Designing multimodal pedagogies
Chapter Two. Multiliteracies and Inquiry: Implications for pedagogy, planning and practice
Chapter Three. The Codes and Conventions of the Semiotic Systems: Developing a metalanguage for literacy inquiry
Chapter Four. Developing Dialogic Talk and Dialogic Pedagogy: Designing multiliterate classrooms
Chapter Five. Investigating the Reading Process in multiliterate classrooms: Consuming multimodal texts
Chapter Six. Investigating the Writing Process in multiliterate classrooms: Producing multimodal texts
Bibliography
Glossary
Acknowledgements
Introduction
Chapter One. The Action Learning Cycle: Designing multimodal pedagogies
Chapter Two. Multiliteracies and Inquiry: Implications for pedagogy, planning and practice
Chapter Three. The Codes and Conventions of the Semiotic Systems: Developing a metalanguage for literacy inquiry
Chapter Four. Developing Dialogic Talk and Dialogic Pedagogy: Designing multiliterate classrooms
Chapter Five. Investigating the Reading Process in multiliterate classrooms: Consuming multimodal texts
Chapter Six. Investigating the Writing Process in multiliterate classrooms: Producing multimodal texts
Bibliography
Glossary
Notă biografică
Dr Geoff Bull and Dr Michèle Anstey are directors of ABC: Anstey and Bull Consultants in Education and formerly Associate Professors at the University of Southern Queensland, Toowoomba. Geoff was national president of the Australian Literacy Educators’ Association. Michele was also a teacher in Victoria, NSW and Queensland and editor of AJLL.
Descriere
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.