This book brings together social semiotics, cultural studies, multiliteracies, and other approaches in order to theorize very different learning environments, giving visibility to the modal effect in a range of disciplines. It highlights the ideological nature of discursive practices, examines questions of access, and argues for transformation of these practices, with a constant eye on issues of social justice and equity. Contributors argue that we can harness learners’ representational resources through making these resources visible, and creating less regulated spaces in the curriculum in which they can be used. Examples from primary education through to adult continuing education are used throughout the text.
Table of Contents
Preface, Carey Jewitt 1. Challenges and Opportunities of Multimodal Approaches to Education in South Africa Arlene Archer and Denise Newfield Part I: Recognising Resources: Multimodal Texts and Practices 2. "The Pen Talks My Story": South African Children’s Multimodal Storytelling as Artistic Practice Susan Harrop-Allin 3. Resources, Representation and Regulation in Civil Engineering Drawing: An Autoethnographic Perspective Zach Simpson 4. Arguing Art Joni Brenner and Arlene Archer 5. Teaching Visual Narratives Using a Social Semiotic Framework: The Case of Manga Cheng-Wen Huang 6. Students’ Mindmaps of the Role of Technology in Academic and Social Communication Networks Cheryl Brown and Laura Czerniewicz 7. Mobile Literacies: Messaging, txt and Social Media in the m4Lit Project Marion Walton Part II: Redesigning Resources: Multimodal Pedagogies and Access 8. Design: The Rhetorical Work of Shaping the Semiotic World Gunther Kress 9. Multimodality and Medicine: Designing for Social Futures Rachel Weiss 10. An Aesthetic Language for Teaching and Learning: Multimodality and Contemporary Art Practice David Andrew 11. Jewellery Students as Designers of Meaning: A Multimodal Approach to Semiotic Resources Safia Salaam 12. Designing Assessment of Multimodal Representations of Themes from ‘Pleasure Reading’ Yvonne Reed
Arlene Archer is Director of the Writing Centre at the Centre for Higher Education Development, University of Cape Town, South Africa.
Denise Newfield is Professor in the School of Literature, Language and Media (English) at the University of the Witwatersrand, Johannesburg, South Africa.