Bokus
Gunther Kress, Carey Jewitt, Jon Ogborn, Tsatsarelis Charalampos - Multimodal Teaching and Learning, Häftad

Häftad, Engelska, 2001

Multimodal Teaching and Learning

The Rhetorics of the Science Classroom

Av Gunther Kress, Carey Jewitt, Jon Ogborn, Tsatsarelis Charalampos

Del i serien Advances in Applied Linguistics

572 kr

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Beskrivning
'Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdisciplinary observation, which challenges our thinking about how meaning and knowledge are shaped by our modes of communication. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.' Professor Ron Scollon, Department of Linguistics, Georgetown University. This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.
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Gunther Rolf Kress MBE is Professor of Semiotics and Education in the Department of Culture, Communication and Media at IOE, UCL’s Faculty of Education and Society, University College London, UK. Carey Jewitt is a Senior Researcher, Culture Communication and Societies, Institute of Education, University of London. Jon Ogborn is Professor of Science Education, University of Sussex. Charalampos Tsatsarelis is Director of Research and Developments Centre, The Ziridis Schools, Athens.

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'Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdisciplinary observation, which challenges our thinking about how meaning and knowledge are shaped by our modes of communication. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.' Professor Ron Scollon, Department of Linguistics, Georgetown University.

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