Multiliteracies in Motion
Current Theory and Practice
Herausgeber: Cole, David R; Pullen, Darren Lee
Multiliteracies in Motion
Current Theory and Practice
Herausgeber: Cole, David R; Pullen, Darren Lee
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Looking onward from the original statement of aims of the multiliteracies movement in 1996, this volume brings together top-quality scholarship and research that has embraced the notion and features new contributions by many of the originators of this approach to literacy. It provides frontline information and a vital update on the evolution of mulitliteracies and the current state of literacy theory in relation to it.
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Looking onward from the original statement of aims of the multiliteracies movement in 1996, this volume brings together top-quality scholarship and research that has embraced the notion and features new contributions by many of the originators of this approach to literacy. It provides frontline information and a vital update on the evolution of mulitliteracies and the current state of literacy theory in relation to it.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 286
- Erscheinungstermin: 10. November 2009
- Englisch
- Abmessung: 234mm x 160mm x 20mm
- Gewicht: 522g
- ISBN-13: 9780415801560
- ISBN-10: 0415801567
- Artikelnr.: 27380341
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 286
- Erscheinungstermin: 10. November 2009
- Englisch
- Abmessung: 234mm x 160mm x 20mm
- Gewicht: 522g
- ISBN-13: 9780415801560
- ISBN-10: 0415801567
- Artikelnr.: 27380341
David R. Cole is Senior Lecturer in English & Pedagogy, University of Technology, Sydney, Australia. Darren Pullen is Lecturer in ICT, Health Science and Professional Studies, Faculty of Education, University of Tasmania, Australia.
Foreword, Theo van Leeuwen & Gunther Kress
Preface
Chapter One: Introduction to multiliteracies in motion: Current theory and
practice, David R. Cole & Darren L. Pullen
Part I: Classrooms and multiliteracies in motion
Chapter Two: Uncritical framing: Lesson and knowledge structure in school
science, Beryl Exley & Allan Luke
Chapter Three: Image, voice, and the making of the school-literate child:
Lessons from multiliterate teaching in China, Bette Zhang Bin & Peter
Freebody
Chapter Four: Introducing multimodal literacy to young children learning
English as a Second Language (ESL), Len Unsworth & Robyn Bush
Part II: Multiliteracies theory in motion
Chapter Five: New Media, New Learning, Bill Cope & Mary Kalantzis
Chapter Six: Tracking the relationships between technology and users in
multiliteracies theory, David R. Cole & Darren L. Pullen
Chapter Seven: Multiliteracies and the politics of desire, David R. Cole
Part III: The pedagogy of multiliteracies in motion
Chapter Eight: Using the Principles of multiliteracies to inform
pedagogical change, Michèle Anstey & Geoff Bull
Chapter Nine: Disrupting traditions: Teachers negotiating multiliteracies
and digital technologies, Elizabeth Stolle & Gustavo Fischman
Chapter Ten: Using multiliteracies to facilitate culturally relevant
pedagogy in the classroom, Louanne Smolin & Kimberly Lawless
Part IV: Multiliteracies in practice
Chapter Eleven: Multiliteracies and assessment practice, Ian Brown, Lori
Lockyer & Peter Caputi
Chapter Twelve: Young Australians reading in a digital world, Jennifer
Rennie & Annette Patterson
Chapter Thirteen: Multiliteracies: Resources for meaning-making in the
secondary English classroom, Douglas McClenaghan & Brenton Doecke
Chapter Fourteen: A virtual school for rethinking learning, Julie Faulkner
& Gloria Latham
Afterword, Donna E. Alvermann
Contributors
Preface
Chapter One: Introduction to multiliteracies in motion: Current theory and
practice, David R. Cole & Darren L. Pullen
Part I: Classrooms and multiliteracies in motion
Chapter Two: Uncritical framing: Lesson and knowledge structure in school
science, Beryl Exley & Allan Luke
Chapter Three: Image, voice, and the making of the school-literate child:
Lessons from multiliterate teaching in China, Bette Zhang Bin & Peter
Freebody
Chapter Four: Introducing multimodal literacy to young children learning
English as a Second Language (ESL), Len Unsworth & Robyn Bush
Part II: Multiliteracies theory in motion
Chapter Five: New Media, New Learning, Bill Cope & Mary Kalantzis
Chapter Six: Tracking the relationships between technology and users in
multiliteracies theory, David R. Cole & Darren L. Pullen
Chapter Seven: Multiliteracies and the politics of desire, David R. Cole
Part III: The pedagogy of multiliteracies in motion
Chapter Eight: Using the Principles of multiliteracies to inform
pedagogical change, Michèle Anstey & Geoff Bull
Chapter Nine: Disrupting traditions: Teachers negotiating multiliteracies
and digital technologies, Elizabeth Stolle & Gustavo Fischman
Chapter Ten: Using multiliteracies to facilitate culturally relevant
pedagogy in the classroom, Louanne Smolin & Kimberly Lawless
Part IV: Multiliteracies in practice
Chapter Eleven: Multiliteracies and assessment practice, Ian Brown, Lori
Lockyer & Peter Caputi
Chapter Twelve: Young Australians reading in a digital world, Jennifer
Rennie & Annette Patterson
Chapter Thirteen: Multiliteracies: Resources for meaning-making in the
secondary English classroom, Douglas McClenaghan & Brenton Doecke
Chapter Fourteen: A virtual school for rethinking learning, Julie Faulkner
& Gloria Latham
Afterword, Donna E. Alvermann
Contributors
Foreword, Theo van Leeuwen & Gunther Kress
Preface
Chapter One: Introduction to multiliteracies in motion: Current theory and
practice, David R. Cole & Darren L. Pullen
Part I: Classrooms and multiliteracies in motion
Chapter Two: Uncritical framing: Lesson and knowledge structure in school
science, Beryl Exley & Allan Luke
Chapter Three: Image, voice, and the making of the school-literate child:
Lessons from multiliterate teaching in China, Bette Zhang Bin & Peter
Freebody
Chapter Four: Introducing multimodal literacy to young children learning
English as a Second Language (ESL), Len Unsworth & Robyn Bush
Part II: Multiliteracies theory in motion
Chapter Five: New Media, New Learning, Bill Cope & Mary Kalantzis
Chapter Six: Tracking the relationships between technology and users in
multiliteracies theory, David R. Cole & Darren L. Pullen
Chapter Seven: Multiliteracies and the politics of desire, David R. Cole
Part III: The pedagogy of multiliteracies in motion
Chapter Eight: Using the Principles of multiliteracies to inform
pedagogical change, Michèle Anstey & Geoff Bull
Chapter Nine: Disrupting traditions: Teachers negotiating multiliteracies
and digital technologies, Elizabeth Stolle & Gustavo Fischman
Chapter Ten: Using multiliteracies to facilitate culturally relevant
pedagogy in the classroom, Louanne Smolin & Kimberly Lawless
Part IV: Multiliteracies in practice
Chapter Eleven: Multiliteracies and assessment practice, Ian Brown, Lori
Lockyer & Peter Caputi
Chapter Twelve: Young Australians reading in a digital world, Jennifer
Rennie & Annette Patterson
Chapter Thirteen: Multiliteracies: Resources for meaning-making in the
secondary English classroom, Douglas McClenaghan & Brenton Doecke
Chapter Fourteen: A virtual school for rethinking learning, Julie Faulkner
& Gloria Latham
Afterword, Donna E. Alvermann
Contributors
Preface
Chapter One: Introduction to multiliteracies in motion: Current theory and
practice, David R. Cole & Darren L. Pullen
Part I: Classrooms and multiliteracies in motion
Chapter Two: Uncritical framing: Lesson and knowledge structure in school
science, Beryl Exley & Allan Luke
Chapter Three: Image, voice, and the making of the school-literate child:
Lessons from multiliterate teaching in China, Bette Zhang Bin & Peter
Freebody
Chapter Four: Introducing multimodal literacy to young children learning
English as a Second Language (ESL), Len Unsworth & Robyn Bush
Part II: Multiliteracies theory in motion
Chapter Five: New Media, New Learning, Bill Cope & Mary Kalantzis
Chapter Six: Tracking the relationships between technology and users in
multiliteracies theory, David R. Cole & Darren L. Pullen
Chapter Seven: Multiliteracies and the politics of desire, David R. Cole
Part III: The pedagogy of multiliteracies in motion
Chapter Eight: Using the Principles of multiliteracies to inform
pedagogical change, Michèle Anstey & Geoff Bull
Chapter Nine: Disrupting traditions: Teachers negotiating multiliteracies
and digital technologies, Elizabeth Stolle & Gustavo Fischman
Chapter Ten: Using multiliteracies to facilitate culturally relevant
pedagogy in the classroom, Louanne Smolin & Kimberly Lawless
Part IV: Multiliteracies in practice
Chapter Eleven: Multiliteracies and assessment practice, Ian Brown, Lori
Lockyer & Peter Caputi
Chapter Twelve: Young Australians reading in a digital world, Jennifer
Rennie & Annette Patterson
Chapter Thirteen: Multiliteracies: Resources for meaning-making in the
secondary English classroom, Douglas McClenaghan & Brenton Doecke
Chapter Fourteen: A virtual school for rethinking learning, Julie Faulkner
& Gloria Latham
Afterword, Donna E. Alvermann
Contributors