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.

Produktinformation

Utgivningsdatum:2014-07-31
Mått:138 x 216 x 13 mm
Vikt:286 g
Format:Häftad
Språk:Engelska
Serie:Bloomsbury Classics in Linguistics
Antal sidor:248
Förlag:Bloomsbury Publishing PLC
ISBN:9781472522719

Utforska kategorier

Mer om författaren

Gunther Kress is a Professor, Culture Communication and Societies, at IOE, UCL’s Faculty of Education and Society, University College London, UK.Carey Jewitt is a Senior Researcher, Culture Communication and Societies, at IOE, UCL’s Faculty of Education and Society, University College London, UK.Jon Ogborn is Professor of Science Education, University of Sussex.Charalampos Tsatsarelis is Director of Research and Developments Centre, The Ziridis Schools, Athens.

Recensioner i media

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.

Innehållsförteckning

Introduction 1. Rhetorics of the Science Classroom: A Multimodal Approach2. Multimodality3. Analysing Action in the Science Classroom4. Shapes of Knowledge5. Rethinking Learning in the Multimodal Environment: Learning to Be Scientific6. Written Genres and the Transformation of Multimodal Communication: Students' Signs as Evidence of Learning 7. Materiality as an Expression of Learning 8. Conclusion