Designing Learning for Multimodal Literacy

Teaching Viewing and Representing

Fei Victor Lim author Lydia Tan-Chia author

Format:Hardback

Publisher:Taylor & Francis Ltd

Published:30th Nov '22

Currently unavailable, and unfortunately no date known when it will be back

This hardback is available in another edition too:

Designing Learning for Multimodal Literacy cover

Designing Learning for Multimodal Literacy addresses the need to design learning for multimodal literacy in a world that is increasingly saturated with print and digital media.

In the current age, communication and interactions on social media are seldom made with language alone but are often accompanied with emojis, images, and videos, making meanings multimodally. Young people, including children, are also increasingly active in making videos of themselves, their ideas, and their experiences as part of their out-of-school literacy activities. In particular, for language teachers, the present shifts in our world require that teachers re-examine what they teach and how they can meaningfully and effectively teach the students in their classes today. At 8 years old, Alden created his own rap music video and shared it with the world. He wrote his own lyrics and set it against the music he remixed and meshed from a music download site. Alden is in your classroom today. As his teacher, what would you teach him? How would you engage him? Alden, and children like him, is the inspiration for why the authors have written this book. The changing times and changing learners place a demand on educators to continually reflect on what and how teachers are teaching their students – to ensure that learning in school remains relevant, relatable, and prepares them for the world of the future. Lim’s book outlines how teachers can design learning for multimodal literacy. It is a result of a collaboration between an educational researcher and a curriculum developer, and offers practical resources for practitioners but also design principles and considerations based on practice with a range of students to inform and inspire academics and postgraduate students.

It is poised to contribute to the global conversation and interest on how educators can reflect on the zeitgeist of the digital age and design learning for multimodal literacy.

"In this pathbreaking book, the authors bring together two crucial agendas for contemporary education. "Multimodal literacy" addresses changed realities of our contemporary media of representation and communication, from the everyday life texts of social media, to multimodal academic knowledge. They connect this to the challenge of "designing learning", a process in which teachers actively create and nurture learning environments in dialogue with their students. In both these foci—meaning making and pedagogy—the book breaks new conceptual ground, while at the same time vividly locating its insights in the rich learning experiences of real teachers and their students."---Bill Cope, Professor, University of Illinois at Urbana-Champaign, USA

"Teachers and researchers will find this book illuminating and affirming in its portrayal of collaborative negotiation of the theory, research and practice nexus as well as its stimulating and multi-faceted agenda for such ongoing research in multimodal literacy pedagogy."---Len Unsworth, Professor in English and Literacies Education, Institute for Learning Sciences and Teacher Education, Australian Catholic University, Sydney, Australia

"The book bridges the gap between theory and practice in multimodal pedagogy. The chapters provide rich insights on how to translate theories of multimodality into teaching design, and how researchers can work with teachers to develop deeper understanding of their daily practices in classrooms."---Yiqiong Zhang, Professor in Applied Linguistics, Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, China

"The book advances the teaching of multimodal literacy as it connects theory and practice to shed light onto the design of multimodal learning experiences. Easily comprehensible and insightful, it serves as an illustrative guide for educational researchers and teacher practitioners who are interested in integrating viewing and representing into their lessons"---Dr Styliani Karatza, National and Kapodistrian University of Athens. Greece

"The volume has done excellent work in calling attention to multimodal literacy, thus paving the way towards educational justice through making explicit and available multimodal meaning-making practices to all students." -- Xiaoqin Wu,Lecturer of English Academic Writing and Systemic-Functional Linguistics, Southwest University and Yuting Liu, Southwest University.

ISBN: 9781032192888

Dimensions: unknown

Weight: 371g

150 pages