Multimodal Literacies Across Digital Learning Contexts

✍ Scribed by Maria Grazia Sindoni (editor), Ilaria Moschini (editor)

• Publisher: Routledge
• Year: 2021
• Tongue: English
• Leaves: 287
• Series: Routledge Studies in Multimodality
• Edition: 1
• Category: Library

✦ Synopsis

This collection critically considers the question of how learning and teaching should be conceived, understood, and approached in light of the changing nature of learning scenarios and new pedagogies in this current age of multimodal digital texts, practices, and communities.

The book takes the concept of digital artifacts as being composed of multiple meaning-making semiotic resources, such as visuals, music, and design, as its point of departure to explore how diverse communities interact with these tools and develop and explore their understanding of digital practices in learning contexts. The first section of the volume examines different case studies in which involved participants learn to grapple with the introduction of digital tools for learning in children’s early years of schooling. The second section extends the focus to secondary and higher education settings as digital learning tools grow more complex as do students, parents, and teachers’ interactions with them and the subsequent need for new pedagogies to rethink these multimodal artifacts. A final section reflects on the implications of new multimodal tools, technologies, and pedagogies for teachers, such as on teacher training and community building among educators.

In its in-depth look at multimodal approaches to learning as meaning-making in a digital world, this book will be of interest to students and scholars in multimodality, English language teaching, digital communication, and education.

✦ Table of Contents

Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
List of figures
List of tables
List of appendices
List of contributors
Multimodal Literacies Across Digital Learning Contexts: An Open-Ended Agenda
Chapter 1 A Sensational Theory of Designed Experience: Replacement Parts for a Theory of Multimodality
Chapter 2 Pedagogies for Digital Learning: From Transpositional Grammar to the Literacies of Education
Part I Focus on Children: From Preschool to Primary Education
Chapter 3 Stars, Scores, and Cheers: A Social Semiotic Critique of “Fun” Learning in Commercial Educational Software for Children
Chapter 4 Storytelling with Children in Informal Contexts: Learning to Narrate Across the Offline/Online Boundaries
Chapter 5 Multilingual Children’s Expressions of Participation in Preschool Using Digital Tablets
Chapter 6 Watching the Sound: Sign-Making in Musical Expressiveness of Children with Motor-Related Disabilities Made Through Eye-Tracking Software
Chapter 7 Popularizing Scientific Knowledge for Children: A Multimodal Perspective
Part II Focus on Youth: From Secondary to Higher Education
Chapter 8 Exploring Multimodality in Video Podcasting to Enhance Intercultural Awareness in the East Asian Context
Chapter 9 Recognition of Student Resources in Digital Environments
Chapter 10 Theory and Practice of the Common Framework of Reference for Intercultural Digital Literacies
Part III Focus on Teachers: Practices and Pedagogies
Chapter 11 Preparing for Teaching Digital Literacies in the Curriculum Disciplines: Meta-semiotic Knowledge and Pedagogy
Chapter 12 Analyzing Attitudinal Stance in OpenCourseWare Lectures: An Experimental Mixed-Method Approach
Chapter 13 Making Science Easier to Access: Investigating Academic Social Networks as “Composites of Connotations”
Chapter 14 Teaching, Learning, and Assessment of Multimodal Digital Academic Numeracy Practices
Index