Multimodal Literacy
“Multimodal Literacy” by Carey Jewitt, published by P. Lang in 2003, offers an insightful examination of the evolving concepts surrounding language, learning, and representation. This new edition, comprising 196 pages, delves into the various representational and communicational modes that play a crucial role in the learning process, including image, animated movement, writing, speech, gesture, and gaze.
Readers will find a thorough exploration of how these modes impact learning across different environments, such as primary, secondary, and higher education classrooms, as well as in home settings. The book challenges traditional views of literacy as solely a linguistic achievement, advocating instead for a multimodal understanding of learning. By providing a framework and conceptual tools for rethinking literacy, “Multimodal Literacy” addresses key topics in education, teaching methods, and educational policy.
Official synopsis Publisher
Multimodal Literacy challenges dominant ideas around language, learning, and representation. Using a rich variety of examples, it shows the range of representational and communicational modes involved in learning through image, animated movement, writing, speech, gesture, or gaze. The effect of these modes on learning is explored in different sites including formal learning across the curriculum in primary, secondary, and higher education classrooms, as well as learning in the home. The notion of literacy and learning as a primary linguistic accomplishment is questioned in favor of the multimodal character of learning and literacy. By illustrating how a range of modes contributes to the shaping of knowledge and what it means to be a learner, Multimodal Literacy provides a multimodal framework and conceptual tools for a fundamental rethinking of literacy and learning.
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