1st Edition
Multimodal Composing in Classrooms Learning and Teaching for the Digital World
Preface. Acknowledgements 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) 9. Changing the Game: Teaching for Embodied Learning through Multimodal Composing, Suzanne M. Miller and Mary B. McVee. List of Contributors
Biography
Suzanne M. Miller is Chair, Department of Learning and Instruction, Graduate School of Education, University at Buffalo, State University of New York.
Mary McVee is Associate Professor, Literacy Studies and Director, Center for Literacy and Reading Instruction, University at Buffalo, State University of New York.
"Multimodal composing in classrooms: learning and teaching for the digital world provides hope, encouragement and honest reflection, supporting other educators to embodymultimodal design pedagogies and to embrace the learning of ‘new literacies’ in ‘new times’. In addition to this, the text has the very real potential to transform readers’ pedagogical practices in relation to multimodal composing and multiliteracies as a result of engaging with the research stories of its participants."—Kylie Meyer, Discourse: Studies in the Cultural Politics of Education
