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Multimodal Teaching and Learning: The Rhetorics of the Science Classroom

Paperback / softback

Main Details

Title Multimodal Teaching and Learning: The Rhetorics of the Science Classroom
Authors and Contributors      By (author) Gunther Kress
By (author) Carey Jewitt
By (author) Jon Ogborn
By (author) Tsatsarelis Charalampos
SeriesBloomsbury Classics in Linguistics
Physical Properties
Format:Paperback / softback
Pages:248
Dimensions(mm): Height 216,Width 138
Category/Genrelinguistics
ISBN/Barcode 9781472522719
ClassificationsDewey:371.1022
Audience
Tertiary Education (US: College)
Professional & Vocational

Publishing Details

Publisher Bloomsbury Publishing PLC
Imprint Bloomsbury Academic
Publication Date 31 July 2014
Publication Country United Kingdom

Description

This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.

Author Biography

Gunther Kress is a Professor, Culture Communication and Societies, at IOE, UCL's Faculty of Education and Society, University College London, UK. Carey Jewitt is a Senior Researcher, Culture Communication and Societies, at IOE, UCL's Faculty of Education and Society, University College London, UK. Jon Ogborn is Professor of Science Education, University of Sussex. Charalampos Tsatsarelis is Director of Research and Developments Centre, The Ziridis Schools, Athens.

Reviews

Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdisciplinary observation, which challenges our thinking about how meaning and knowledge are shaped by our modes of communication. The book appeals to a wide range of scholars and practitioners far beyond the science classroom. -- Professor Ron Scollon, Department of Linguistics, Georgetown University