Home » Multimodal Approaches to Research and Pedagogy
Product Image

Multimodal Approaches to Research and Pedagogy

€56.99
Quantity:
In stock with our UK publisher. 14-28 days
Delivery/Collection within 10-20 working days
14 days return policy Shipping & Delivery
access
Actual Operating Theatre
Category=CFC
Category=GTD
Category=JNA
Category=JNLB
Category=JNMT
Category=JNP
Category=JNT
Category=JNU
Colour Plate Section
communication
Compositional Metafunction
curriculum
curriculum transformation
discourse analysis
education
educational equity
Enable Teacher Learners
eq_bestseller
eq_dictionaries-language-reference
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Existing Interview Data
Experiential Metafunction
Fi Rst Pamphlet
Jewitt
Kress
learning
linguistics
Logical Metafunction
Messaging Practices
Meta Language
Metalanguage
multiliteracies
multimodal
Multimodal Assignment
multimodal literacy practices in education
Multimodal Pedagogies
Multimodal Social Semiotics
Objec Tive
pedagogy
Peer Assessment
Profi Le Pictures
Represented Participants
research
Semiotic Resources
Semiotic Work
social semiotics
South Africa's Students
South African University Students
South Africa’s Students
Stick Fi Gures
teaching
Technical Drawing
Verbal Modes
visual
visual communication

Product details

  • ISBN 9780367600860
  • Weight: 453g
  • Dimensions: 152 x 229mm
  • Publication Date: 30 Jun 2020
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
Secure checkout Fast Shipping Easy returns
Description

This book brings together social semiotics, cultural studies, multiliteracies, and other approaches in order to theorize very different learning environments, giving visibility to the modal effect in a range of disciplines. It highlights the ideological nature of discursive practices, examines questions of access, and argues for transformation of these practices, with a constant eye on issues of social justice and equity. Contributors argue that we can harness learners’ representational resources through making these resources visible, and creating less regulated spaces in the curriculum in which they can be used. Examples from primary education through to adult continuing education are used throughout the text.
About

Arlene Archer is Director of the Writing Centre at the Centre for Higher Education Development, University of Cape Town, South Africa.

Denise Newfield is Professor in the School of Literature, Language and Media (English) at the University of the Witwatersrand, Johannesburg, South Africa.