0
Your cart

Your cart is empty

Browse All Departments
  • All Departments
Price
  • R1,000 - R2,500 (2)
  • R2,500 - R5,000 (2)
  • -
Status
Brand

Showing 1 - 4 of 4 matches in All Departments

Designing Learning for Multimodal Literacy - Teaching Viewing and Representing (Paperback): Fei Victor Lim, Lydia Tan-Chia Designing Learning for Multimodal Literacy - Teaching Viewing and Representing (Paperback)
Fei Victor Lim, Lydia Tan-Chia
R1,098 Discovery Miles 10 980 Ships in 9 - 15 working days

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.

Designing Learning for Multimodal Literacy - Teaching Viewing and Representing (Hardcover): Fei Victor Lim, Lydia Tan-Chia Designing Learning for Multimodal Literacy - Teaching Viewing and Representing (Hardcover)
Fei Victor Lim, Lydia Tan-Chia
R3,688 Discovery Miles 36 880 Ships in 12 - 17 working days

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.

Designing Learning with Embodied Teaching - Perspectives from Multimodality (Paperback): Fei Victor Lim Designing Learning with Embodied Teaching - Perspectives from Multimodality (Paperback)
Fei Victor Lim
R1,175 Discovery Miles 11 750 Ships in 12 - 17 working days

Teaching and learning involve more than just language. The teachers' use of gestures, the classroom spaces they occupy and the movements they make, as well as the tools they use, work together with language as a multimodal ensemble of meanings. Embodied teaching is about applying the understandings from multimodal communication to the classroom. It is about helping teachers recognise that the moves they make and the tools they use in the classroom are part of their pedagogy and contribute to the design of the students' learning experience. In response to the changing profile and needs of learners in this digital age, pedagogic shifts are required. A shift is the evolving role of teachers from authority of knowledge to designers of learning. This book discusses how, using examples drawn from case studies, teachers can use corporeal resources and (digital) tools to design learning experiences for their students. It advances the argument that the study of the teachers' use of language, gestures, positioning, and movement in the classroom, from a multimodal perspective, can be productive. This book is intended for educational researchers and teacher practitioners, as well as curriculum specialists and policy makers. The central proposition is that as teachers develop a semiotic awareness of how their use of various meaning-making resources express their unique pedagogy they can use these multimodal resources aptly and fluently to design meaningful learning experiences. This book also presents a case for further research in educational semiotics to understand the embodied ways of meaning-making in the pedagogic context.

Designing Learning with Embodied Teaching - Perspectives from Multimodality (Hardcover): Fei Victor Lim Designing Learning with Embodied Teaching - Perspectives from Multimodality (Hardcover)
Fei Victor Lim
R3,974 Discovery Miles 39 740 Ships in 12 - 17 working days

Teaching and learning involve more than just language. The teachers' use of gestures, the classroom spaces they occupy and the movements they make, as well as the tools they use, work together with language as a multimodal ensemble of meanings. Embodied teaching is about applying the understandings from multimodal communication to the classroom. It is about helping teachers recognise that the moves they make and the tools they use in the classroom are part of their pedagogy and contribute to the design of the students' learning experience. In response to the changing profile and needs of learners in this digital age, pedagogic shifts are required. A shift is the evolving role of teachers from authority of knowledge to designers of learning. This book discusses how, using examples drawn from case studies, teachers can use corporeal resources and (digital) tools to design learning experiences for their students. It advances the argument that the study of the teachers' use of language, gestures, positioning, and movement in the classroom, from a multimodal perspective, can be productive. This book is intended for educational researchers and teacher practitioners, as well as curriculum specialists and policy makers. The central proposition is that as teachers develop a semiotic awareness of how their use of various meaning-making resources express their unique pedagogy they can use these multimodal resources aptly and fluently to design meaningful learning experiences. This book also presents a case for further research in educational semiotics to understand the embodied ways of meaning-making in the pedagogic context.

Free Delivery
Pinterest Twitter Facebook Google+
You may like...
South African Wine Index - The…
Izak Smit Paperback R158 Discovery Miles 1 580
CritiCareŽ Alcohol Wipe (170mm x…
R3 Discovery Miles 30
Casals 39 Piece Steel Hand Tool Set…
R599 R299 Discovery Miles 2 990
Students Must Rise - Youth Struggle In…
Anne Heffernan, Noor Nieftagodien Paperback  (1)
R395 R309 Discovery Miles 3 090
Loot
Nadine Gordimer Paperback  (2)
R383 R318 Discovery Miles 3 180
Cable Guy Ikon "Light Up" Deadpool…
R599 R549 Discovery Miles 5 490
Sylvanian Families - Walnut Squirrel…
R749 R579 Discovery Miles 5 790
IQHK LEGO Star Wars - Darth Vader Key…
 (6)
R205 R176 Discovery Miles 1 760
Cadac Digital Meat Thermometer
R266 Discovery Miles 2 660
Bostik Clear in Box (25ml)
R26 Discovery Miles 260

 

Partners