This book brings together social semiotics, cultural studies, multiliteracies, and other approaches in order to theorize very different learning environments, giving visibility to the modal effect in a range of disciplines. It highlights the ideological nature of discursive practices, examines questions of access, and argues for transformation of these practices, with a constant eye on issues of social justice and equity. Contributors argue that we can harness learners representational resources through making these resources visible, and creating less regulated spaces in the curriculum in which they can be used. Examples from primary education through to adult continuing education are used throughout the text.
Recenzijas
"An exciting and much needed contribution to the field of multimodality, bringing a social justice agenda to curriculum and policy transformative work, richly informative and hugely important." Kate Pahl, University of Sheffield, UK
Preface, Carey Jewitt
1. Challenges and Opportunities of Multimodal
Approaches to Education in South Africa Arlene Archer and Denise Newfield
Part I: Recognising Resources: Multimodal Texts and Practices
2. "The Pen
Talks My Story": South African Childrens Multimodal Storytelling as Artistic
Practice Susan Harrop-Allin
3. Resources, Representation and Regulation in
Civil Engineering Drawing: An Autoethnographic Perspective Zach Simpson
4.
Arguing Art Joni Brenner and Arlene Archer
5. Teaching Visual Narratives
Using a Social Semiotic Framework: The Case of Manga Cheng-Wen Huang
6.
Students Mindmaps of the Role of Technology in Academic and Social
Communication Networks Cheryl Brown and Laura Czerniewicz
7. Mobile
Literacies: Messaging, txt and Social Media in the m4Lit Project Marion
Walton Part II: Redesigning Resources: Multimodal Pedagogies and Access
8.
Design: The Rhetorical Work of Shaping the Semiotic World Gunther Kress
9.
Multimodality and Medicine: Designing for Social Futures Rachel Weiss
10. An
Aesthetic Language for Teaching and Learning: Multimodality and Contemporary
Art Practice David Andrew
11. Jewellery Students as Designers of Meaning: A
Multimodal Approach to Semiotic Resources Safia Salaam
12. Designing
Assessment of Multimodal Representations of Themes from Pleasure Reading
Yvonne Reed
Arlene Archer is Director of the Writing Centre at the Centre for Higher Education Development, University of Cape Town, South Africa.
Denise Newfield is Professor in the School of Literature, Language and Media (English) at the University of the Witwatersrand, Johannesburg, South Africa.
