Multimodal Composing in Classrooms: Learning and Teaching for the Digital World

Sonst. Personen	Miller, Suzanne M. (Hrsg.); McVee, Mary B. (Hrsg.)
Titel	Multimodal Composing in Classrooms: Learning and Teaching for the Digital World
Quelle	(2012), (164 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-415-89748-8
Schlagwörter	Video Technology; Classroom Techniques; Writing (Composition); Technology Integration; Educational Technology; Grade 5; English Instruction; Teaching Methods; Multimedia Materials; Multiple Literacies; Case Studies; Writing Instruction; Educational Change; Grammar; Instructional Design; Language Arts; Music; Popular Culture; Film Production; High School Students; Literature; Multimedia Instruction; Influence of Technology + Suchen Sie Ihr Suchwort? Klassenführung; Schreibübung; Unterrichtsmedien; School year 05; 5. Schuljahr; Schuljahr 05; English langauage lessons; Englischunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Schreibunterricht; Bildungsreform; Grammatik; Lesson concept; Lessonplan; Unterrichtsentwurf; Sprachkultur; Musik; Popkultur; Filmproduktion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Literatur; Multimediales Lernen
Abstract	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. Contents include: (1) Multimodal Composing: The Essential 21st Century Literacy, (Suzanne M. Miller and Mary B. McVee); (2) The (Artful) Deception of Technology Integration and the Move Toward a New Literacies Mindset (Mary B. McVee, Nancy M. Bailey & Lynn E. Shanahan); (3) Learning Video Grammar: A Multimodal Approach to Reading and Writing Video Texts (David L. Bruce); (4) The Importance of a New Literacies Stance in Teaching English Language Arts (Nancy M. Bailey); (5) "Being Great for Something": Composing Music Videos in a High School English Class (James Cercone); (6) Engaging Literature through Digital Video Composing: A Teacher's Journey to "Meaning that Matters" (Monica Blondell & Suzanne M. Miller); (7) Lessons in Multimodal Composition from a Fifth Grade Classroom (Lynn E. Shanahan); (8) A Literacy Pedagogy for Multimodal Composing: Transforming Learning and Teaching, (Suzanne M. Miller, Mary K. Thompson, Ann Marie Lauricella & Fenice B. Boyd, with Mary McVee); and (9) Changing the Game: Teaching for Embodied Learning through Multimodal Composing (Suzanne M. Miller and Mary B. McVee). (ERIC).
Anmerkungen	Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10