Outlines the basic theoretical knowledge that teachers need to have about visual and verbal grammar and the nature of computer-based texts in school learning. This book deals with the continuities and differences in the teaching of infants, children in the primary school and the transition to the first years of secondary education.

Teaching Multiliteracies Across The Curriculum

Education & Teaching

Unsworth, Len

Schools & Teaching

Open University Press

The notion of literacy is here expanded to new limits by devoting the text to theoretical formulae and attempting to include the many elements of computer generated material, such as images (thus the term multiliteracies ). Unsworth (education, U. of Sydney, Australia) is writing for public school teachers with knowledge of education theory. Distributed by Taylor & Francis. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Teaching Multiliteracies Across the Curriculum: Changing Contexts of Text and Image in Classroom Practice

Open Univ Pr

Literacy for Digital Futures

"The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualized, embodied, multimodal, and digitally mediated. In todays world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes-Mind and Materiality; Body and Senses; and Texts and Digital Semiotics-to shape readers understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice"--

Politics & Social Sciences

Scholes, Laura

Mills, Kathy A.

Social Sciences

Routledge

* Presents a new framework for understanding literacy and digitalization, to bring together multiple schools of thought, from critical literacy to new literacies to multiliteracies * Connects interdisciplinary fields such as embodied cognition, sociology of education, digital literacy * New scholarship from famous literacy scholars Kathy A. Mills and Len Unsworth

"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 Literacy in School Science

Reference

Humphrey, Sally

Chandler, Paul

Tytler, Russell

Fenwick, Lisl

Herrington, Michele

Pham, Lam

Words, Language & Grammar

This innovative volume provides a new analytic framework for understanding how meaning-making resources are deployed in images designed for knowledge building in school science. The framework enables analyses of science images from the perspectives of both their complexity and recognizability. Complexity deals with the technical and abstract knowledge of school science (technicality), evaluative dispositions in relation to that knowledge (iconization) and the condensation of the technical and dispositional meanings as 'synoptic eyefuls' in discipline-specific infographics (aggregation). Recognizability concerns the relationship between the appearance of phenomena in reality and the reconfiguration of this reality in images (congruence), the perceptibility or discernibility of the features and contexts of phenomena in images (explicitness), and how images engage their viewers (affiliation). The framework is illustrated by over 100 images and will inform research into multimodal literacy pedagogy that incorporates an understanding of the role of images in the teaching and learning of school science. This book will be of particular interest to scholars in multimodality, semiotics, literacy education and science education.

Reading Images for Knowledge Building: Analyzing Infographics in School Science (Routledge Studies in Multimodality)

Martin, J.R.

Foreign Language Study & Reference

E-Literature for Children: Enhancing Digital Literacy Learning

Functional Grammatics: Re-conceptualizing Knowledge about Language and Image for School English

This book provides a re-conceptualization of grammar in a period of change in the communication landscape and widening disciplinary knowledge. Drawing on resources in systemic functional linguistics, the book envisions a ‘functional grammatics’ relevant to disciplinary domains such as literary study, rhetoric and multimodality. It re-imagines the possibilities of grammar for school English through Halliday’s notion of grammatics.  Functional Grammatics is founded on decades of research inspired by systemic functional linguistics, and includes studies of grammatical tools useful to teachers of English, research into visual and multimodal literacies and studies of the genre–grammar connection. It aims to be useful to the interpretation and composition of texts in school English, portable in design across texts and contexts and beneficial for language development.  The book will be of interest to researchers and teacher educators, as well as undergraduate and postgraduate students and practicing teachers committed to evidence-based professional development.

Macken-Horarik, Mary

Love, Kristina

Sandiford, Carmel

Reading Visual Narratives: Image Analysis of Children's Picture Books (Functional Linguistics)

Contemporary children's picture books provide a rich domain for developing theory and analysis of visual meaning and its relation to accompanying verbal text. This book offers new descriptions of the visual strand of meaning in picture book narratives as a way of furthering the project of 'multimodal' discourse analysis and of explaining the literacy demands and apprenticing techniques of children's earliest literature. Reading Visual Narratives uses the principles of systemic-functional theory to organise an explicit account of visual meaning in relation to three perspectives: the visual construction of the narrative events and characters (ideational meaning), the visual positioning of the reader through choices related to focalisation and appraisal (interpersonal meaning) and the discourse organization of visual meanings through choices in framing and composition (textual meaning). The descriptions throughout are illustrated with examples from highly regarded children's picture books. Reading Visual Narratives extends previous social-semiotic accounts of the 'grammar' of the image, by focussing attention on discourse level meanings and on semantic relationships created by sequences of images. At the same time, it extends current understandings of how picture books work through its explicit and systematic account of the visual meanings and their integration with verbal aspects of the texts. It will be of interest to researchers in multimodal discourse analysis, systemic-functional theory, and children's literature and literacy.

Painter, Clare

Teen & Young Adult

University of Toronto Press

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