/

Multimodal Teaching and Learning The Rhetorics of the Science Classroom

Kress Gunther Jewitt Carey Ogborn Jon Se alle
Heftet / 2014 / Engelsk

Produktdetaljer

ISBN
9781472522719
Publisert
2014-07-31
Utgiver
Vendor
Bloomsbury Academic
Vekt
286 gr
Høyde
216 mm
Bredde
138 mm
Aldersnivå
U, P, 05, 06
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
248

Forfatter
Kress Gunther
Jewitt Carey
Ogborn Jon
Charalampos Tsatsarelis

Om bidragsyterne

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.

Multimodal Teaching and Learning The Rhetorics of the Science Classroom

Kress Gunther Jewitt Carey Ogborn Jon Se alle
Heftet / 2014 / Engelsk
Kress Gunther Jewitt Carey Ogborn Jon Se alle
Heftet / 2014 / Engelsk
Nettpris:
490,-
Levering 7-20 dager
Sjekk lagerstatus i butikk

<i>Multimodal Teaching and Learning: The Rhetorics of the Science Classroom</i> 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.
Les mer
Introduction 1. Rhetorics of the Science Classroom: A Multimodal Approach 2. Multimodality 3. Analysing Action in the Science Classroom 4. Shapes of Knowledge 5. Rethinking Learning in the Multimodal Environment: Learning to Be Scientific 6. Written Genres and the Transformation of Multimodal Communication: Students' Signs as Evidence of Learning 7. Materiality as an Expression of Learning 8. Conclusion
Les mer
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
Les mer
Authors are well known in applied linguistics circles, and the founders of multimodal discourse theory.
Bloomsbury Classics in Linguistics revisits the highlights and cornerstones of Bloomsbury's extensive linguistics back list. These books are newly typeset and reissued in affordable paperback editions and are a must-have for the linguistics scholar or student interested in adding canonical texts to their library
Les mer

Relaterte produkter

<i>Multimodal Teaching and Learning: The Rhetorics of the Science Classroom</i> 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.
Les mer
Introduction 1. Rhetorics of the Science Classroom: A Multimodal Approach 2. Multimodality 3. Analysing Action in the Science Classroom 4. Shapes of Knowledge 5. Rethinking Learning in the Multimodal Environment: Learning to Be Scientific 6. Written Genres and the Transformation of Multimodal Communication: Students' Signs as Evidence of Learning 7. Materiality as an Expression of Learning 8. Conclusion
Les mer
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
Les mer
Authors are well known in applied linguistics circles, and the founders of multimodal discourse theory.
Bloomsbury Classics in Linguistics revisits the highlights and cornerstones of Bloomsbury's extensive linguistics back list. These books are newly typeset and reissued in affordable paperback editions and are a must-have for the linguistics scholar or student interested in adding canonical texts to their library
Les mer

Produktdetaljer

ISBN
9781472522719
Publisert
2014-07-31
Utgiver
Vendor
Bloomsbury Academic
Vekt
286 gr
Høyde
216 mm
Bredde
138 mm
Aldersnivå
U, P, 05, 06
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
248

Forfatter
Kress Gunther
Jewitt Carey
Ogborn Jon
Charalampos Tsatsarelis

Om bidragsyterne

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.

Relaterte produkter