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| Author | : Len Unsworth |
| Publisher | : Open University Press |
| Total Pages | : 328 |
| Release | : 2001 |
| Genre | : Learning |
| ISBN | : |
This textbook outlines the basic theoretical knowledge teachers need to have about visual and verbal grammar and the nature of computer-based texts in school learning. It includes both theoretical frameworks and detailed practice guidelines.
| Author | : Yuri Kumagai |
| Publisher | : Routledge |
| Total Pages | : 263 |
| Release | : 2015-10-05 |
| Genre | : Education |
| ISBN | : 1317566092 |
Putting a multiliteracies framework at the center of the world language curriculum, this volume brings together college-level curricular innovations and classroom projects that address differences in meaning and worldviews expressed in learners’ primary and target languages. Offering a rich understanding of languages, genres, and modalities as socioculturally situated semiotic systems, it advocates an effective pedagogy for developing learners’ abilities to operate between languages. Chapters showcase curricula that draw on a multiliteracies framework and present various classroom projects that develop aspects of multiliteracies for language learners. A discussion of the theoretical background and historical development of the pedagogy of multiliteracies and its relevance to the field of world language education positions this book within the broader literature on foreign language education. As developments in globalization, accountability, and austerity challenge contemporary academia and the current structure of world language programs, this book shows how the implementation of a multiliteracies-based approach brings coherence to language programs, and how the framework can help to accomplish the goals of higher education in general and of language education in particular.
| Author | : Clare Kosnik |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 217 |
| Release | : 2013-04-19 |
| Genre | : Education |
| ISBN | : 9462092001 |
Literacy Teacher Educators: Preparing Teachers for a Changing World brings together the perspectives of 26 literacy/English teacher educators from four countries: Canada, U.S., UK, and Australia. In this unique text the contributors, of whom many are renowned experts in critical literacy and multiliteracies, provide readers with an overview of trends in literacy/English teacher education. The chapters begin with authors’ personal stories and current research, giving readers insight into the personal and professional worlds of the contributors. Included in each chapter is a rich description of approaches to literacy instruction in teacher education. These exemplary teacher educators show in concrete detail how they are addressing our evolving understanding of literacy . This timely text, written in a highly engaging style, will be of value to teacher educators throughout the world. I have never read anything quite like this book. It contains explicit representations of the conceptual frames and work of distinguished literacy teacher educators at various stages in their careers, accounts that provide a strong counter-narrative to the mainstream discourse in policy and education, that fully embrace the uncertainties and complexities of practice." From the Forward by Susan L. Lytle, Professor Emerita of Education in the Graduate School of Education, University of Pennsylvania
| Author | : Gabriela C. Zapata |
| Publisher | : Springer |
| Total Pages | : 240 |
| Release | : 2017-09-01 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 3319631039 |
This book is the first volume to be devoted to the examination of the application of the multiliteracies pedagogical framework to the teaching of Spanish to heritage language learners in higher education institutions in the United States. The Hispanic population is a growing minority, and the presence of heritage speakers can be observed in second language Spanish classes in all levels of education, which presents unique challenges for practitioners. This collection focuses on differing populations of learners in educational settings in a variety of geographical areas, such as Arizona, California, Maryland, Massachusetts, Ohio, Tennessee, and Texas. The studies included in the volume offer invaluable data and methodological insights into the instructional advantages of multiliteracies pedagogies in heritage language classrooms, and they will appeal to Spanish practitioners and researchers, as well as those interested in the education and practice of heritage languages.
| Author | : Heather Lotherington |
| Publisher | : Routledge |
| Total Pages | : 227 |
| Release | : 2012-04-23 |
| Genre | : Business & Economics |
| ISBN | : 1136644210 |
Based on case studies from public schools in Toronto, Canada, this book aims to develop a theory and practice of teaching multiliteracies in culturally diverse, linguistically heterogeneous urban classrooms. Lotherington argues that in a globalized world literacy must be reassessed on an international scale and multilingualism must be theorized - and practiced - as a component of multimodal literacy.
| Author | : Michèle Anstey |
| Publisher | : Curriculum Press |
| Total Pages | : 164 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : |
This book explains the concept of multiliteracies and provides the literacy knowledge, resources, attitudes, and strategies that elementary and middle school students need to succeed in a changing world. The authors present a range of new and established ideas about literacy, emphasising successful practices. Chapters cover how teachers can rely less on print texts; respond to new trends in children's literature; and balance guided reading, outcomes-based curricula, and school-wide approaches to planning. New concepts are accompanied by reflection strategies to help understandings of literacy, multiliteracies, and texts. All chapters include Theory Into Practice: Classroom Application sections throughout to demonstrate how to incorporate multiliteracies every day in the classroom. [Back cover, ed].
| Author | : David R. Cole |
| Publisher | : Routledge |
| Total Pages | : 286 |
| Release | : 2009-12-04 |
| Genre | : Computers |
| ISBN | : 113518433X |
Offers information on the evolution of multi literacies and the state of literacy theory in relation to it. This book discusses the aims of multi literacies movement in 1996.
| Author | : Fenice B. Boyd |
| Publisher | : Routledge |
| Total Pages | : 234 |
| Release | : 2014-12-05 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1317693302 |
Using a multiliteracies theoretical framework highlighting social diversity and multimodality as central in the process of meaning making, this book examines literacy teaching and learning as embedded in cultural, linguistic, racial, sexual, and gendered contexts and explores ways to foster learning and achievement for diverse students in various settings. Attending simultaneously to topics around two overarching and interrelated themes—languages and language variations, and cultures, ethnicities, and identities—the chapter authors examine the roles that multiliteracies play in students’ lives in and out of classrooms. In Part I, readers are asked to examine beliefs and dispositions as related to different languages, language varieties, cultures, ethnicities, and identities. Part II engages readers in examining classroom and community practices related to different languages and language varieties, cultures, ethnicities, and identities.
| Author | : Alyson Simpson |
| Publisher | : Sydney University Press |
| Total Pages | : 316 |
| Release | : 2007 |
| Genre | : Education |
| ISBN | : 1920898778 |
"Proceedings of the National Conference on Future Directions in Literacy: International Conversations; 3rd to 6th September 2007, Sydney, Australia."--P. 2.
| Author | : Geoff Bull |
| Publisher | : Routledge |
| Total Pages | : 350 |
| Release | : 2018-09-03 |
| Genre | : Education |
| ISBN | : 1351370952 |
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: 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.
