Utilizing Multimodal Concepts across the Disciplines: Lessons Learned from Teachers and Students

Autor/inn/en	Walker, Nancy T.; Goff, Maria; Serafini, Frank W.
Titel	Utilizing Multimodal Concepts across the Disciplines: Lessons Learned from Teachers and Students
Quelle	(2016), (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Teachers; Elementary School Students; Visual Literacy; Curriculum Implementation; Faculty Development; Skill Development; Teaching Skills; School Culture; Language Arts; Social Studies; Multimedia Materials; Picture Books; Reading Instruction; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Schulkultur; Schulleben; Sprachkultur; Gemeinschaftskunde; Picture book; Bilderbuch; Leseunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	Framed in theories of multimodality and picture books, this interpretivist research examined teachers' use of visual literacy elements during one school year as they taught language arts and social studies in their upper elementary grade classrooms. The data, which included field notes, interviews, observations, classroom artifacts, and reflections were analyzed using constant comparative methods. The analyses suggest that there are possibilities and constraints with the implementation of a visual literacy curriculum. Professional development is necessary to develop teachers' metalanguage of visual literacy. Background reading will deepen knowledge, and school culture plays a significant role in providing multimodal resources and focused professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01