Elaborating Multiliteracies through Multimodal Texts: Changing Classroom Practices and Developing Teacher Pedagogies is the complementary volume to Foundations of Multiliteracies: Reading, Writing and Talking in the 21st Century which provides a comprehensive introduction to multiliteracies, classroom talk, planning, pedagogy and practice. This second volume, embeds an action learning model, encouraging readers to explore classroom practice around multiliteracies, collect data about their pedagogy and enact change. It provides in-depth examination of the five semiotic systems, including a suggested school-wide sequence, explores reading and writing processes with multimodal texts and explains how to develop dialogic practices through talk around multimodal texts. The links between inquiry and action learning are explored in order to demonstrate how these approaches can change classroom practices and talk around multimodal texts.
Author(s): Geoff Bull, Michèle Anstey
Publisher: Routledge
Year: 2018
Language: English
Pages: 328
Cover
Title
Copyright
Contents
List of figures, tables and QR codes
Acknowledgements
Introduction
1 The action learning cycle: Designing multimodal pedagogies
2 Multiliteracies and inquiry: Implications for pedagogy, planning and practice
3 The codes and conventions of the semiotic systems: Developing a metalanguage for literacy inquiry
4 Developing dialogic talk and dialogic pedagogy: Designing multiliterate classrooms
5 Investigating the reading process in multiliterate classrooms: Consuming multimodal texts
6 Investigating the writing process in multiliterate classrooms: Producing multimodal texts
Bibliography
Glossary
Index
