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.
New York, Bern, Berlin, Bruxelles, Frankfurt/M., Oxford, Wien, 2003. VI, 196 pp., num. ill.
Contents: Gunther Kress/Carey Jewitt: Introduction – Diane Mavers: Communicating Meanings through Image Composition, Spatial
Arrangement and Links in Primary School Student Mind Maps – Carey Jewitt: Computer-Mediated Learning: The Multimodal Construction
of Mathematical Entities on Screen – Andrew Burn/David Parker: Tiger’s Big Plan:Multimodality and the Moving Image – Gemma
Moss: Putting the Text Back into Practice: Junior-age Non-fiction as Objects of Design – Charmian Kenner: Embodied Knowledge:
Young Children’s Engagement with the Act of Writing – Lesley Lancaster: Beginning at the Beginning: How a Young Child Constructs
Time Multimodally – Pippa Stein: The Olifantsvlei Fresh Stories Project: Multimodality, Creativity and Fixing in the Semiotic
Chain – Kate Pahl: Children’s Text-Making at Home: Transforming Meaning across Modes – Anton Franks: Palmers’ Kiss: Shakespeare,
School Drama and Semiotics – Gunther Kress: Genres and the Multimodal Production of ‘Scientificness’.