Teachers with high expectations lead to high achivement, aspects of an intellectually challenging curriculum: sociocultural approach, both teacher and studetn are bein gactive in collaborative process, nature of scaffolding, higher order thinking multimodality. problematisin gknowledge
New types of texts should encourage new approaches, and the digital multi-modal tools need to be used appropriately, new affordances, new opportunities for negotiation for meaning.
Bezemer,J. and Kress.G.(2008) consider the changing roles of image and writing in the representation of knowledge in secondary school English, Science and Mathematics texts published between 1930 and 2005.
New technologies are being used in schools.This article reports on a case study of one teacher’s work to integrate an interactive whiteboard (IWB) into a primary classroom.
Unsworth applies Halliday's SFL analysis to multimodal texts. Brings together from a range of studies concepts for describing the semiotics of image and word and crucially how these modes make meaning in combination with each other. Cases mostly drawn from books for children.
Multimodality, “Reading”, and “Writing” for the 21st Century.
Authors:
Jewitt, Carey1 c.jewitt@ioe.ac.uk
Source:
Discourse: Studies in the Cultural Politics of Education. Sep2005, Vol. 26 Issue 3, p315-331. 17p.
Jewitt comments on the use of image and writing in a CD-ROM version of Steinbeck's "Of Mice and Men". She also discusses the inherent tension in schools as they promote new technology but test students through traditional technology.
The characteristics of contemporary societies are increasingly theorized as global, fluid, and networked. These conditions underpin the emerging knowledge economy as it is shaped by the societal and technological forces of late capitalism. These shifts and developments have significantly affected the communicational landscape of the 21st century. A key aspect of this is the reconfiguration of the representational and communicational resources of image, action, sound, and so on in new multimodal ensembles. The terrain of communication is changing in profound ways and extends to schools and ubiquitous elements of everyday life, even if these changes are occurring to different degrees and at uneven rates. It is against this backdrop that this critical review explores school multimodality and literacy and asks what these changes mean for being literate in this new landscape of the 21st century.
Literacy cannot be seen as only a linguistic accomplishment anymore and there is no longer the close association between print and learning Multimodality can be seen as an eclectic approach modal affordances: what is possible to express easily. The metalanguage of multimodalities must be taught and understood, as choice of mode can affect pedagogic design and interpretation: the teacher's choice of mode shapes the knowledge or even interpretation. New possibilities.
There has tended to be an overemphasis on the teaching and analysis of the mode of writing in ‘academic literacies’ studies, even though changes in the communica- tion landscape have engendered an increasing recognition of the different semiotic dimensions of representation. This paper tackles the logocentrism of academic lit- eracies and argues for an approach which recognises the interconnection between different modes, in other words, a ‘multimodal’ approach to pedagogy and to theoris- ing communication. It explores multimodal ways of addressing unequal discourse resources within the university with its economically and culturally diverse student body. Utilising a range of modes is a way of harnessing the resources that the students bring with them. However, this paper does not posit multimodality as an alternative way of inducting students into academic writing practices. Rather, it explores what happens when different kinds of ‘cultural capital’ (Bourdieu, 1991) encounter a range of generic forms, modes and ways of presenting information. It examines how certain functions are distributed across modes in students’ texts in a first year engineering course in a South African university (specifically scientific discourse and student affect) and begins to problematise the visual/verbal distinction.