Ulteriori informazioni
This book establishes a new theoretical and practical framework for multimodal disciplinary literacy (MDL) fused with the subject-specific science pedagogies of senior high school biology, chemistry and physics.
Sommario
1. Researching multimodal literacy as core to senior high school biology, chemistry and physics pedagogy 2. Language, image and multimodal mediation in scientific research and science learning 3. Distinguishing multimodal disciplinary literacy school science 4. Contextualizing the conditions for multimodal literacy practices in senior high school science 5. Teaching and learning practices for multimodal literacy in science education 6. A framework for infused multimodal disciplinary literacy in school science 7. Multimodal disciplinary literacy in the senior biology classroom 8. Multimodal disciplinary literacy in the senior physics classroom 9. Multimodal disciplinary literacy in the senior chemistry classroom 10. Design-based research and teacher professional learning about multimodal literacy 11. Student engagement in science learning through multimodal disciplinary literacy 12. Advancing multimodal literacy transdisciplinary research and teaching
Info autore
Len Unsworth is Professor in English and Literacies Education and Research Director in Educational Semiotics and Literacy Pedagogy at the Institute for Learning Sciences and Teacher Education, Australian Catholic University.
Russell Tytler is Alfred Deakin Professor and Chair in Science Education at Deakin University, Melbourne, and Fellow of the Academy of Social Sciences Australia.
Lisl Fenwick is Senior Lecturer in Education at the University of South Australia.
Sally Humphrey is Senior Lecturer in Education at the Australian Catholic University.
Paul Chandler is Senior Lecturer in Education at the Australian Catholic University.
Michele Herrington is Research Fellow in Education at the Australian Catholic University.
Lam Pham is Lecturer in Medical Education in the Faculty of Health,
Deakin University.
Riassunto
This book establishes a new theoretical and practical framework for multimodal disciplinary literacy (MDL) fused with the subject-specific science pedagogies of senior high school biology, chemistry and physics.
