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Books > Language & Literature > Literature: history & criticism
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Designing Learning for Multimodal Literacy - Teaching Viewing and Representing (Hardcover)
Loot Price: R3,784
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Designing Learning for Multimodal Literacy - Teaching Viewing and Representing (Hardcover)
Series: Routledge Studies in Multimodality
Expected to ship within 10 - 15 working days
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Designing Learning for Multimodal Literacy addresses the need to
design learning for multimodal literacy in a world that is
increasingly saturated with print and digital media. In the current
age, communication and interactions on social media are seldom made
with language alone but are often accompanied with emojis, images,
and videos, making meanings multimodally. Young people, including
children, are also increasingly active in making videos of
themselves, their ideas, and their experiences as part of their
out-of-school literacy activities. In particular, for language
teachers, the present shifts in our world require that teachers
re-examine what they teach and how they can meaningfully and
effectively teach the students in their classes today. At 8 years
old, Alden created his own rap music video and shared it with the
world. He wrote his own lyrics and set it against the music he
remixed and meshed from a music download site. Alden is in your
classroom today. As his teacher, what would you teach him? How
would you engage him? Alden, and children like him, is the
inspiration for why the authors have written this book. The
changing times and changing learners place a demand on educators to
continually reflect on what and how teachers are teaching their
students - to ensure that learning in school remains relevant,
relatable, and prepares them for the world of the future. Lim's
book outlines how teachers can design learning for multimodal
literacy. It is a result of a collaboration between an educational
researcher and a curriculum developer, and offers practical
resources for practitioners but also design principles and
considerations based on practice with a range of students to inform
and inspire academics and postgraduate students. It is poised to
contribute to the global conversation and interest on how educators
can reflect on the zeitgeist of the digital age and design learning
for multimodal literacy.
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