Multiliteracies in Motion (eBook, ePUB)

Current Theory and Practice
Redaktion: Cole, David R.; Pullen, Darren Lee

• Format: ePub

Produktbeschreibung

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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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 288
• Erscheinungstermin: 4. Dezember 2009
• Englisch
• ISBN-13: 9781135184322
• Artikelnr.: 47890533

Autorenporträt

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.

Inhaltsangabe

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