Multimodal Teaching and Learning: The Rhetorics of the Science Classroom

by Gunther Kress, Tsatsarelis Charalampos, Carey Jewitt, Jon Ogborn, Christopher Candlin

Overview

'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.

Product Details

ISBN-13:	9780826448606
Publisher:	Bloomsbury Academic
Publication date:	11/12/2001
Series:	Advances in Applied Linguistics
Pages:	208
Product dimensions:	6.14(w) x 9.21(h) x 0.44(d)

About the Author

Gunther Kress is a Professor, Culture Communication and Societies, Institute of Education, University of London.

Charalampos Tsatsarelis is Director of Research and Developments Centre, The Ziridis Schools, Athens.

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.

Table of Contents

TOCContents 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

Editorial Reviews

'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.

From the Publisher