This book establishes a new theoretical and practical framework for multimodal disciplinary literacy (MDL) fused with the subject-specific science pedagogies of senior high school biology, chemistry and physics. It builds a compatible alignment of multiple representation and representation construction approaches to science pedagogy with the social semiotic, systemic functional linguistic based approaches to explicit teaching of disciplinary literacy.
The early part of the book explicates the transdisciplinary negotiated theoretical underpinning of the MDL framework, followed by the research-informed repertoire of learning experiences that are then articulated into a comprehensive framework of options for the planning of classroom work. Practical adoption and adaptation of the framework in biology, chemistry and physics classrooms are detailed in separate chapters. The latter chapters indicate the impact of the collaborative research on teachers professional learning and students’ multimodal disciplinary literacy engagement, concluding with proposals for accommodating emerging developments in MDL in an ever-changing digital communication world.
The MDL framework is designed to enable teachers to develop all students ‘disciplinary literacy competencies. This book will be of interest to researchers, teacher educators and postgraduate students in the field of science education. It will also have appeal to those in literacy education and social semiotics.
Author(s): Len Unsworth, Russell Tytler, Lisl Fenwick, Sally Humphrey, Paul Chandler, Michele Herrington, Lam Pham
Publisher: Routledge
Year: 2021
Language: English
Pages: 240
City: London
Cover
Half Title
Title Page
Copyright Page
Table of Contents
List of figures
List of tables
Foreword
Preface
Acknowledgements
Chapter 1: Researching multimodal literacy as core to senior high school biology, chemistry and physics pedagogy
1.1 Introduction
1.2 Foundations of MDL
1.2.1 Verbal language in science
1.2.2 Multimodality in science
1.2.3 The emerging research field of MDL
1.3 Towards an MLISP
1.3.1 Defining and mapping dimensions of pedagogic orientations
1.3.2 Interpreting disciplinary practice and semiotic mediation
1.4 Advancing transdisciplinary research in infused multimodal disciplinary literacies
1.5 Outline of volume
References
Chapter 2: Language, image and multimodal mediation in scientific research and science learning
2.1 Multimodality in science reasoning and knowledge building
2.1.1 School learning as induction into science literacy practices
2.1.2 Disciplinary literacy as multimodal
2.1.3 Disciplinary literacy through participation in practice
2.1.4 Genre-based disciplinary literacy research
2.2 Supporting multimodal literacies in the science classroom
2.2.1 Argumentation
2.2.2 Visualization
2.2.3 Modelling
2.3 In summary
References
Chapter 3: Distinguishing multimodal disciplinary literacy in school science
3.1 Introduction
3.2 Disciplinary literacy
3.3 Distinctions amongst the disciplinary literacies of biology, chemistry and physics
3.4 Differentiating multimodality in the literacies of biology, chemistry and physics
3.5 Metalanguage: describing the meaning-making resources of language and image
3.6 Negotiating knowledge building: shunting between ‘everyday’ and disciplinary discourse
3.7 Conclusion
References
Chapter 4: Contextualizing the conditions for multimodal literacy practices in senior high school science
4.1 Introduction
4.2 The complexity of literacy practices at the senior level
4.2.1 Complexity in learning biology
4.2.2 Complexity in learning physics and astronomy
4.2.3 Complexity in learning chemistry
4.2.4 Developing representational competence
4.3 The contextual challenges for developing multimodal disciplinary literacies in senior science classes
4.3.1 Working with teachers in the M3S project
4.3.2 Prior knowledge and disciplinary literacy skills of students
4.3.3 Teachers’ disciplinary literacy knowledge and perspectives
4.3.4 Language issues with special groups
4.3.5 The influence of high-stakes assessment regimes
4.3.6 The role of assessment in shaping disciplinary literacy practices
4.3.7 Developing pedagogies to support multimodal disciplinary literacy
References
Chapter 5: Teaching and learning practices for multimodal literacy in science education
5.1 Introduction
5.2 Mapping pedagogies in science education and literacy research
5.3 Situated perspectives: foundational models of guided inquiry
5.3.1 Classroom interaction strategies in guided inquiry
5.3.2 Reading strategies in guided inquiry
5.3.3 Writing strategies in guided inquiry
5.4 Towards multimodal disciplinary literacy: representational construction
5.5 Expert guidance perspectives: integrating explicit instruction through metalanguage
5.5.1 The TLC
5.5.2 The R2L model
5.6 Going forward: transdisciplinary research and pedagogic development
5.7 Conclusion
References
Chapter 6: A framework for infused multimodal disciplinary literacy in school science
6.1 Introduction
6.2 A framework for MLISP
6.2.1 Semiotic mediation as core to the construction and communication of scientific knowledge
6.2.2 Guided inquiry
6.2.3 A pedagogy of synthesis between multimodal disciplinary literacy and scientific practices
6.2.4 Teacher demonstration and guidance within the network of classroom interaction
6.2.5 Metalanguage and developing metarepresentational competence
6.3 Multimodal representational proficiency and student achievement in summative science assessments
6.3.1 Student responses to short-answer examination questions
6.3.2 Comparing the short-answer examination responses by high and mid-achieving students
6.3.3 Enhancing students’ multimodal demonstration of scientific knowledge through developing metarepresentational competence
References
Chapter 7: Multimodal disciplinary literacy in the senior biology classroom
7.1 Introduction
7.2 Using representations to introduce the field of knowledge
7.2.1 Moving from everyday to discipline-specific language during orientation to the field
7.2.2 Transitioning to discipline-specific language in an orientation to protein synthesis
7.2.3 Working with combined genres to build knowledge of disciplinary language patterns
7.3 Building field knowledge through deconstruction of representations
7.3.1 Knowledge building through deconstructing representations of mitosis and meiosis
7.3.2 Knowledge building through deconstructing representations of genes and DNA
7.3.3 Learning about the limitations of representations through deconstruction
7.4 Extending field knowledge through joint and independent construction
7.4.1 Joint and independent construction on mitosis and meiosis
7.4.2 Joint and independent construction on natural selection
7.4.3 Peer joint construction
7.4.4 Independent construction
7.5 Developing a metalanguage
7.6 Conclusion
References
Chapter 8: Multimodal disciplinary literacy in the senior physics classroom
8.1 Introduction
8.2 Literacy demands of senior school physics
8.3 Case studies of multimodal disciplinary literacy practices
8.3.1 Modelling electric circuits
8.3.2 Joint construction of a causal explanation
8.3.3 Building graphical literacy in a kinematics topic
8.4 Discussion
8.4.1 Establishing a metalanguage
References
Chapter 9: Multimodal disciplinary literacy in the senior chemistry classroom
9.1 Introduction
9.2 Solution chemistry
9.2.1 Activity 1: practical demonstration and exploration (dilution and concentration)
9.2.2 Activity 2: CPO model
9.2.3 Multimodal representations as mediating tools for chemistry literacy
9.3 The mole
9.3.1 Demonstration and calculation of chemical equivalence
9.3.2 Activity: ‘the mole is 6’
9.3.3 Multimodal representations as mediating tools for chemistry literacy: the mole
9.4 Chemical literacy
References
Chapter 10: Design-based research and teacher professional learning about multimodal literacy
10.1 Introduction
10.2 Case study 1: Riya – a senior high school biology teacher
10.2.1 Riya’s initial participation and perspectives
10.2.2 Joint construction of written sequential explanations
10.2.3 Modelling of the use of relative pronouns in short-answer responses
10.2.4 Working with students across modes of representations
10.3 Case study 2: Carmela – a senior high school chemistry teacher
10.3.1 Carmela’s contribution to analyzing chemistry research posters
10.3.2 Developing a bridging metalanguage for classroom use
10.3.3 Sharing the metalanguage with teachers and senior students
10.4 Case study 3: Paolo – a senior high school physics teacher
10.4.1 Paolo’s use of multimodal representations as mediating tools
10.4.2 Modelling language of research posters
10.5 Conclusion
References
Chapter 11: Student engagement in science learning through multimodal disciplinary literacy
11.1 Introduction
11.2 Dialogue through deconstruction of text
11.3 Dialogue through joint construction of text
11.4 Dialogue after the independent construction of text
11.5. Dialogue through comparing texts
11.6. Dialogue through cross-mode recasting
11.7 Conclusion
References
Chapter 12: Advancing multimodal literacy transdisciplinary research and teaching
12.1 Introduction
12.2 Infographics – constructing meaning through image-language integration
12.2.1 Deployment of image and language in infographic design
12.2.2 Student coordination of image and language in infographic representations
12.3 Evolving dimensions of animation and novel contexts for transduction of meaning
12.3.1 Transduction in science learning and teaching
12.3.2 Animation and transduction in the digital multimodal discourse of science education
12.4 Further developments
References
Index
