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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.
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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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
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
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