Theorising multimodality through children and youths' perceptions and experiences / guest editors David E. Low, Jessica Zacher Pandya and Lisa K. Kervin.

Format:

Book

Contributor:

Low, David E., editor.

Pandya, Jessica Zacher, editor.

Kervin, Lisa K., editor.

Series:

English Teaching: Practice and Critique

English Teaching: Practice and Critique, 1175-8708 ; Volume 2

Language:

English

Subjects (All):

Modality (Linguistics).

Physical Description:

1 online resource (153 pages)

Place of Publication:

[Place of publication not identified] : Emerald Publishing Limited, [2021]

Summary:

Language and methodologies developed by and for academics are often removed from the educative contexts in which multimodal enactment occurs. Educators throughout the world, transform academic language and methodologies into learning experiences for their students. Children and youth, meanwhile, design, produce, consume, analyse, and critique multimodal texts, though they are poorly represented in the scholarly theorising of multimodality. We would like to highlight a wider swath of multimodal theory generation, and expand the definition of who may be considered a multimodal theorist. The articles we compile for the themed issue will grapple with how to create and sustain youth-centric processes for theorising multimodal communication. The articles (and perhaps teacher narratives) will ultimately address the ways English language arts/literacy researchers, teacher educators, and teachers might take up these findings in their own work, bridging multimodal theories with youth contexts. We seek to bring together an international corpus of articles that attend to ways children and youth understand and experience multimodal texts and composing processes through a range of formal and informal educational contexts relevant to English language arts and literacy learning. We imagine research articles that highlight how children describe their own drawings or explain how a picture book functions; how youth design or deconstruct a multimodal performance; or how students evaluate the modal choices in their peers' digital stories. We anticipate that many of the multimodal artefacts produced and discussed by children and youth will be included and further analysed in the articles.

Contents:

Cover

Guest editorial

Emergent bilinguals as text designers: rendering meaning through signs

Recursive readings and reckonings: kindergarteners' multimodal transactions with a nonfiction picturebook

Critique and the video production classroom: providing students the skills to navigate new media literacies

Reconsidering religious gender normativity in graphic novel adaptations: a quantitative and qualitative case study

Adolescent English language learners' digitally mediated multimodal compositions: multimodal enactment across different genres of writing in the EFL context

Student perspectives on multimodal composing in the L2 classroom: tensions with audience, media, learning and sharing

"Blackness is not just a single definition": multimodal composition as an exercise for surfacing and scaffolding student theorizing in a Black Studies classroom

Digital stories, material transformations: reflections of education students in a pre-teacher program

Pandemic meaning making: messing toward motet.

Notes:

Description based on print version record.

ISBN:

1-80262-152-0