Rethinking Multimodal Literacy in Theory and Practice highlights the need for an interdisciplinary approach to effectively address the complexities of concepts, tools, and processes in educational settings. This volume aims to contribute to developing the interconnection between a multimodal approach to pedagogies and multiliteracies development with particular attention to teaching critical thinking skills. It provides valuable insights into current challenges in specific educational domains and offers a wide range of multimodal practices, complemented by special attention to improving participants’ multiliteracies. As such, it is a valuable resource for those seeking to understand and implement effective multimodal teaching practices.
Erscheinungsdatum: 29.09.2023

lgrsnf/Rethinking Multimodal Literacy in Theory and Practice [3692920].pdf

Domínguez Romero, Elena; Bobkina, Jelena; Stefanova Radoulska, Svetlana; Herrero, Carmen

Unbekannt

Lang GmbH, Internationaler Verlag der Wissenschaften, Peter

Peter Lang GmbH, Internationaler Verlag der Wissenschaften

Germany, Germany

Cover
Series Information
Copyright Information
Table of Contents
Introduction
Part I Conceptualizing multimodality in literacy research and teaching
I Multimodal analytical perspectives on literacy research and critical teaching experiences
Implications of multimodal theories for literacy research and pedagogy (Frank Serafini)
Exploring the multimodal affordances of pedagogical materials and activities to foster an inclusive and transformative language pedagogy (Anna Costantino)
Minorities in a transglobal world: “Transcultural Studies Project” as a multimodal critical creativity experience for undergraduate students (Karine Chevalier, Elvira Antón-Carrillo)
Gamified learning experiences in visual literacy and language learning (Esther Edo-Agustín)
Feminist audiovisual literacy in the teaching of Spanish as a second and foreign language: A critical analysis template for teaching materials (Natalia Contreras de la Llave)
II Unlocking the innovative potential of short films and self-developed videos in the language classroom
Training language teachers to use short films in the language classroom: Innovations and challenges (Carmen Herrero, Isabelle Vanderschelden)
Art and technology for listening comprehension: A multimodal framework for classroom implementation of self-created videos (Elena Domínguez Romero, Jelena Bobkina)
Part II Multimodal framework for visual literacy and critical thinking instruction
I Multimodal designs and intersections between visual literacy and critical thinking
Observation and reading on the Covid-19 covers: A case study in Design and Visual Communication (Cristina Maria da Silva Pinto Ferreira Fonseca)
Manga and anime Demon Slayer to foster intercultural awareness and critical thinking: A film and media literacy university course in Japan (Barry Kavanagh)
Wordless books as multimodal resources to improve multiliteracy in primary learners (Lorena Mancebo Suárez, Silvia Pellicer-Ortín)
II Multimodality for developing visual literacy in teaching English for specific purposes
From English for vocational purposes to modes for vocational purposes: Authentic multimodal resources in vocational training and education (David Geneste)
Integrating visual literacy and language learning through Instagram: Reflections from ESP adult learners (Alfonso Sánchez-Moya)
Notes on Contributors

2024-07-03