Taking a close look at multimodal composing as an essential new
literacy in schools, this volume draws from contextualized case
studies across educational contexts to provide detailed portraits
of teachers and students at work in classrooms. Authors elaborate
key issues in transforming classrooms with student multimodal
composing, including changes in teachers, teaching, and learning.
Six action principles for teaching for embodied learning through
multimodal composing are presented and explained.
The rich illustrations of practice encourage both discussion of
practical challenges and dilemmas and conceptualization beyond the
specific cases. Historically, issues in New Literacy Studies,
multimodality, new literacies, and multiliteracies have primarily
been addressed theoretically, promoting a shift in educators
thinking about what constitutes literacy teaching and learning in a
world no longer bounded by print text only. Such theory is
necessary (and beneficial for re-thinking practices). What
Multimodal Composing in Classrooms contributes to this scholarship
are the voices of teachers and students talking about changing
practices in real classrooms.
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