Search results for: multiliteracies-in-motion

Multiliteracies in Motion

Author : David R. Cole
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The realities of new technological and social conditions since the 1990s demand a new approach to literacy teaching. 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. Drawing on large research projects and empirical evidence, the authors explore practical and educational issues that relate to multiliteracies, such as assessment, pedagogy and curriculum. The viewpoint taken is that multiliteracies is a complementary socio-cultural approach to the new literacies that includes pedagogy and learning. The differences are addressed from a multiliteracies perspective – one that does not discount or undermine the new literacies, but shows new ways in which they are complementary. Computers and the internet are transforming the way we work and communicate and the very notion of literacy itself. This volume offers frontline information and a vital update for those wishing to understand the evolution of multiliteracies and the current state of literacy theory in relation to it.

Multiliteracies in Motion

Author : David R. Cole
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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.

Foundations of Multiliteracies

Author : Michèle Anstey
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Using the concept of multiliteracies and multimodality, this book provides foundation knowledge about the new and continuously changing literacies of the 21st century. It details the five semiotic systems (linguistic, visual, auditory, gestural and spatial) and how they contribute to the reading and writing of increasingly complex and dynamic texts that are delivered by live, paper or digital technologies. One of the main tenets of the book is that social, cultural and technological developments will continue to give rise to changing literate practices around texts and communication, requiring a rethinking of classroom practices that are employed in the teaching of literacy. Therefore, the role of talk, together with traditional lesson structures, is examined and the concept of dialogic talk is introduced as a way of moving towards an effective pedagogy for the teaching and learning of multiliteracies and multimodality. The book also demonstrates that children’s literature can provide a bridge between old and new literacies and be an effective vehicle for introducing the five semiotic systems to all age groups. Comprehensive and accessible, this book addresses the issue of translating complex theories, research and concepts into effective practice, by providing the reader with four avenues for reflecting upon and implementing the ideas it contains: Reflection Strategies that enable the reader to gauge their understanding of key concepts; Theory into Practice tasks that enable the trialling of specific theoretical concepts in the classroom; Auditing instruments provide specific tasks related to assessment of student performance and evaluation of teacher pedagogy; QR codes immediately link the reader to multimodal texts and further references that illustrate and enhance the concepts being developed.

Biliteracy and Multiliteracies

Author : Fotini Anastassiou
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This volume introduces the reader to ongoing research on the study of biliteracy, and highlights recent trends in the promotion of biliteracy and multiliteracies in education. Literacy issues have come under the microscope of researchers in recent decades. The very concept of literacy includes skills such as understanding, interpreting, and managing different text types in different sociocultural environments. Therefore, the pioneers in the study of literacy characterize it as one multidimensional concept with social and cultural components, or go even further by talking about pluriliteracies/multiliteracies, which emerge through the complex linguistic and value practices adopted by speakers of multilingual societies in the 21st century. The contributions gathered here will give the reader a general idea of where research is heading in the areas of biliteracy and multiliteracies, especially in view of multilingualism and its ever-changing conditions. The authors situate their research within current debates in terms of theory and empirical data. In this volume, the reader will find several chapters discussing issues of biliteracy and multiliteracies in a wide variety of settings, countries, and orientations, including Brazil, Cyprus, Greece, Iceland, Malta, Portugal, and the USA.

Films Graphic Novels Visuals

Author : Daniela Elsner
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This book brings together two main disciplines, namely cultural studies and language education both of which share a long standing interest in films, multimodal text-forms and visuals. It highlights the increasing impact of visuals and multimodal texts on our perception of the world, our discourse behaviour and how this calls for a change in methodologies and media to be used in foreign language classrooms. The aim of this book is to help orientate educators in schools and teachers at universities within the broad concept of a mutliliteracies approach and contextualise it with regard to teaching and learning English as a foreign language. Dr. Daniela Elsner and Dr. Britta Viebrock are both specialists in the field of TEFL, working as Professors at the Institute of English and American Studies at Goethe-University, Frankfurt/Main. Dr. Sissy Helff, currently working at the TU Darmstadt, is an Anglicist with a broad range of interests in Anglophone world literature, transcultural studies and visual culture.

Making Sense of Mass Education

Author : Gordon Tait
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Making Sense of Mass Education provides an engaging and accessible analysis of traditional issues associated with mass education. The book challenges preconceptions about social class, gender and ethnicity discrimination; highlights the interplay between technology, media, popular culture and schooling; and inspects the relevance of ethics and philosophy in the modern classroom. The third edition has been comprehensively updated to include the latest research, statistics and legal policies. Each chapter challenges and breaks down common myths surrounding each topic, encouraging pre-service teachers to think critically and reflect on their own beliefs. The inclusion of a new chapter on alternative education reflects the ever-changing Australian educational landscape. In Making Sense of Mass Education, Gordon Tait expertly blurs disciplinary boundaries, drawing on sociology, cultural studies, history, philosophy, ethics and jurisprudence to provide a comprehensive understanding of the fundamental concepts of mass education.

Super Skills Super Reading

Author : Perry Dantzler
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What comes to mind when you think about superheroes? Strength, bravery, and heroism are common answers. However, superheroes do not only have physical strength, but they also have mental strengths and skills. Superheroes tend to have intelligence and detection skills which allow them to develop other skills. In this analysis of superhero literacy aimed at students, the connection between superhero media and larger theories of literacy are explored. The author uses six superhero television shows to show how literacy is portrayed in superhero media and how it reflects and shapes cultural ideas of literacy. The shows covered are Arrow, The Flash, Gotham, Jessica Jones, Luke Cage and Daredevil.

Handbook of Research on Digital Tools for Writing Instruction in K 12 Settings

Author : Anderson, Rebecca S.
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More emphasis is being placed on writing instruction in K-12 schools than ever before. With the growing number of digital tools in the classroom, it is important that K-12 teachers learn how to use these tools to effectively teach writing in all content areas. The Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings will provide research about how students use digital tools to write, both in and out of school settings, as well as discuss issues and concerns related to the use of these learning methods. This publication is beneficial to educators, professionals, and researchers working in the field of K-12 and teacher education.

Literacies

Author : Mary Kalantzis
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With the rise of new technologies and media, the way we communicate is rapidly changing. Literacies provides a comprehensive introduction to literacy pedagogy within today's new media environment. It focuses not only on reading and writing, but also on other modes of communication, including oral, visual, audio, gestural and spatial. This focus is designed to supplement, not replace, the enduringly important role of alphabetical literacy. Using real-world examples and illustrations, Literacies features the experiences of both teachers and students. It maps a range of methods that teachers can use to help their students develop their capacities to read, write and communicate. It also explores the wide range of literacies and the diversity of socio-cultural settings in today's workplace, public and community settings. With an emphasis on the 'how-to' practicalities of designing literacy learning experiences and assessing learner outcomes, this book is a contemporary and in-depth resource for literacy students.

The Multiliteracies Classroom

Author : Dr. Kathy A. Mills
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The multiliteracies approach to literacy education has become established as an accessible and effective paradigm for classroom practice in the 21st century. The Multiliteracies Classroom enlivens this theory with its vivid description of events in a real classroom. Teachers will identify with the lively transcripts of classroom interactions, and be inspired to widen students’ access to new literacy practices in an increasingly digital and globalised world. The possibilities and constraints that can be encountered when implementing multiliteracies are explored in detail. Educators know from experience that students begin their classroom journey with entirely unequal opportunities for literacy success. The Multiliteracies Classroom does not ignore this reality, highlighting the influence of society’s patterns of power on literacy learning in the digital age. Its key themes provide a blueprint for the future of literacy research and practice.

Learning by Design

Author : Mary Kalantzis
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Details as experiment in classroom and curriculum transformation and the professional learning of the teachers who participated in the experiment, which involved practical application of the learning theory outlined in this book to everyday classroom practice.

Remixing Multiliteracies

Author : Frank Serafini
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The essays in this book not only provide an overview of the fundamental ideas of the New London Group and their importance across literacy, communications, and media studies but also explore how they have been adapted by todays educators to better prepare students for a rapidly changing, globalized world.

Traffic Jams

Author : David Cole
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This dead letter presents a rendition and exploration of the immanent materialism of Deleuze & Guattari as theorised in 1000 Plateaus and as a means to analysing everyday life. The evidence that will be presented to back up and expand upon such an analysis consists of art, film and objects from life that relate to and suggest the complex ways in which we are affected by traffic jams. A picture of a reciprocating substrata of everyday life is presented that includes and builds upon the unconscious, and shows how the abstract turbulence of everyday life forms eddies and flows that may be followed and understood. The immanent materialism of Deleuze & Guattari is a philosophical construction that leads to the formation of 'plateaus' as they were executed in A Thousand Plateaus. The plateau of this dead letter is [21 October 2011: the Petro-Citizen]. The writing contained here populates this plateau with traffic jams, car crashes, global environmental concerns and the psychological and sociological contingencies that accompany the petro-citizen. Connections between the strata that make up the plateau of the petro-citizen will deliberately be left as open-ended and speculative to show how the petro-citizen functions as a flagrant construct in everyday life, and such a postulation and designation includes the desire for petrol and explains the resulting panpsychic petro-political landscape. The double-articulation of the plateau will be explored in this letter through the ways in which the petro-citizen and petro-politics create reciprocating realms of motivation and drive that tend towards contemporary double-articulation, paradox and contradiction with respect to the usages of oil. In this letter, the double-articulation results in a multiple chequered flag or illusionary global end game that designates the current human relationships with oil.

Elaborating Multiliteracies through Multimodal Texts

Author : Geoff Bull
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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. Several features have been designed to help translate knowledge of multiliteracies into effective classroom practice: Graphic Outlines orient the reader to the concepts in the chapter. Reflection Strategies enable the reader to gauge their understanding of key concepts. Theory into Practice tasks enable the trialling of specific theoretical concepts in the classroom. Auditing Instruments inform assessment of student performance and evaluation of teacher pedagogy. QR codes address the multimodal and digital nature of new literacies link the reader to multimodal texts. Action Learning Tasks enable readers to investigate specific aspects of their multiliterate pedagogy, plan and implement change, based on their findings.

Pedagogy of Multiliteracies

Author : Heather Lotherington
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A CHOICE Outstanding Academic Title 2012! Based on case studies from public schools in Toronto, Canada, this book chronicles an inspiring five-year journey to develop thinking about and teaching literacy for the 21st century. The research, which was classroom-based and developed by public school teachers in collaboration with university researchers, was stimulated by an ethnographic study at Joyce Public School to track children learning to read in an era of multiliteracies. Following the kindergarteners’ interest in Goldilocks and the Three Bears, Lotherington asked the principal: What would Goldilocks look like, retold through the eyes of the children? The resulting classroom experiment to transform learning to read a storybook into multimodal collaborative story-telling sparked the development of an award-winning school-university learning community dedicated to the development of multimodal literacies in the culturally diverse, urban classroom. Pedagogy of Multiliteracies tells the evolving story of teachers’ trial-and-error interventions to engage children in multiple modes of expression involving structured play with contemporary media. Using the complex texts created, the teachers carve spaces to welcome the voices of children and the languages of the community into the English-medium classroom.

Transformations in Language and Learning

Author : Mary Kalantzis
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Investigates the changes in literacy standards in a rapidly growing and evolving global environment. Proposes that the way English is taught must change in order to incorporate cultural and linguistic diversity that has emerged as a result of multiculturalism and global economic integration. Also analyses the nature of new communications technologies and their potential impact on the way English literacy is taught. Simultaneously published in paperback and downloadable PDF format. Includes notes on contributors and references.

Multiliteracies Lit Learning

Author : Bill Cope
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Multiliteracies considers the future of literacy teaching in the context of the rapidly changing English language. Questions are raised about what constitutes appropriate literacy teaching in today's world: a world that is both a global village yet one which local diversity is increasingly important. This is a coherent and accessible overview of the work of the New London Group, with well-known international contributors bringing together their varying national experiences and differences of theoretical and political emphasis. The essays deal with issues such as: the fundamental premises of literacy pedagogy the effects of technological change multilingualism and cultual diversity social futures and their implications on language teaching. The book concludes with case studies of attempts to put the theories into practice and thereby provides a basis for dialogue with fellow educators around the world.

Arrow and Superhero Television

Author : James F. Iaccino
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"Insightful, thorough, and thought-provoking. This fascinating book offers a unique lens for viewers to both learn about and more deeply enjoy the superhero genre in television and movies."--Ryan M. Niemiec, Psy.D., author of Positive Psychology at the Movies and Movies and Mental Illness "Debuting on The CW in 2012, Arrow was meant to fill the void left by the end of Smallville. The series has been fairly successful throughout its broadcast run which is why it is surprising that it has taken so long for someone to undertake a scholarly analysis of the series. The new book Arrow and Superhero Television: Essays on Themes and Characters of the Series, edited by James F. Iaccino, Cory Barker and Myc Wiatrowski, serves to do just that and is a welcome addition to McFarland's popular culture listings. Essays in this collection explore a wide variety of the themes running throughout the series--such as the dance between liberal and conservative politics and the focus on objectification of the male body--as well as noting how fan interest and activism have shaped the course of the series' storylines. I highly recommend the book for anyone interested in Arrow and the superhero genre."--Sherry Ginn, editor of Marvel's Black Widow from Spy to Superhero. This collection of new essays focuses on The CW network's hit television series Arrow--based on DC Comic's Green Arrow--and its spin-offs The Flash, DC's Legends of Tomorrow and Supergirl. Comic book adaptations have been big business for film studios since Superman (1978) and in recent years have dominated at the box office--five of the 11 highest grossing films of 2016 were adapted from comics. Superheroes have battled across the small screen for considerably longer, beginning with The Adventures of Superman (1952-1958), though with mixed results. The contributors explore the reasons behind Arrow's success, its representation of bodies, its portrayal of women, its shifting political ideologies, and audience reception and influence on storylines.

Multiliteracies in World Language Education

Author : Yuri Kumagai
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Putting a multiliteracies framework at the center of the world language curriculum, this volume brings together college-level curricular innovations and classroom projects that address differences in meaning and worldviews expressed in learners’ primary and target languages. Offering a rich understanding of languages, genres, and modalities as socioculturally situated semiotic systems, it advocates an effective pedagogy for developing learners’ abilities to operate between languages. Chapters showcase curricula that draw on a multiliteracies framework and present various classroom projects that develop aspects of multiliteracies for language learners. A discussion of the theoretical background and historical development of the pedagogy of multiliteracies and its relevance to the field of world language education positions this book within the broader literature on foreign language education. As developments in globalization, accountability, and austerity challenge contemporary academia and the current structure of world language programs, this book shows how the implementation of a multiliteracies-based approach brings coherence to language programs, and how the framework can help to accomplish the goals of higher education in general and of language education in particular.

Multiliteracies

Author : Bill Cope
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Multiliteracies considers the future of literacy teaching in the context of the rapidly changing English language. Questions are raised about what constitutes appropriate literacy teaching in today's world: a world that is both a global village yet one which local diversity is increasingly important. This is a coherent and accessible overview of the work of the New London Group, with well-known international contributors bringing together their varying national experiences and differences of theoretical and political emphasis. The essays deal with issues such as: the fundamental premises of literacy pedagogy the effects of technological change multilingualism and cultual diversity social futures and their implications on language teaching. The book concludes with case studies of attempts to put the theories into practice and thereby provides a basis for dialogue with fellow educators around the world.