1st Edition

Multimodal Literacies Across Digital Learning Contexts

Edited By Maria Grazia Sindoni, Ilaria Moschini Copyright 2022
    286 Pages 34 B/W Illustrations
    by Routledge

    286 Pages 34 B/W Illustrations
    by Routledge

    This collection critically considers the question of how learning and teaching should be conceived, understood, and approached in light of the changing nature of learning scenarios and new pedagogies in this current age of multimodal digital texts, practices, and communities.

    The book takes the concept of digital artifacts as being composed of multiple meaning-making semiotic resources, such as visuals, music, and design, as its point of departure to explore how diverse communities interact with these tools and develop and explore their understanding of digital practices in learning contexts. The first section of the volume examines different case studies in which involved participants learn to grapple with the introduction of digital tools for learning in children’s early years of schooling. The second section extends the focus to secondary and higher education settings as digital learning tools grow more complex as do students, parents, and teachers’ interactions with them and the subsequent need for new pedagogies to rethink these multimodal artifacts. A final section reflects on the implications of new multimodal tools, technologies, and pedagogies for teachers, such as on teacher training and community building among educators.

    In its in-depth look at multimodal approaches to learning as meaning-making in a digital world, this book will be of interest to students and scholars in multimodality, English language teaching, digital communication, and education.

    Multimodal Literacies Across Digital Learning Contexts: An Open-Ended Agenda

    Maria Grazia Sindoni and Ilaria Moschini


    1. A Sensational Theory of Designed Experience: Replacement Parts for a Theory of Multimodality
    2. Qing Archer Zhang and James Paul Gee

    3. Pedagogies for Digital Learning: From Transpositional Grammar to the Literacies of Education
    4. Bill Cope and Mary Kalantzis

      Section A. Focus on Children: From Pre-School to Primary Education

    5. Stars, Scores and Cheers. A Social Semiotic Critique of "Fun" Learning in Commercial Educational Software for Children
    6. Gunhild Kvåle

    7. Storytelling with Children in Informal Contexts: Learning to Narrate Across the Offline/Online Boundaries
    8. Maria Bortoluzzi, Elisa Bertoldi and Ivana Marenzi

    9. Multilingual Children’s Expressions of Participation in Preschools Using Digital Tablets Petra Petersen
    10. Watching the Sound: Sign-Making in Musical Expressiveness of Children with Motor-Related Disabilities Made Through Eye Tracking Software
    11. Záira Bomfante Dos Santos, Clarice Lage Gualberto and Sônia Maria Oliveira Pimenta

    12. Popularizing Scientific Knowledge for Children: A Multimodal Perspective
    13. Giuliana Diani

      Section B. Focus on Youth: From Secondary to Higher Education

    14. Exploring Multimodality in Video Podcasting to Enhance Intercultural Awareness in the East Asian Context
    15. Martin Parsons, Mikel Garant and Larry Walker

    16. Recognition of Student Resources in Digital Environments
    17. Arlene Archer

    18. Theory and Practice of the Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL)
    19. Maria Grazia Sindoni, Elisabetta Adami, Styliani Karatza, Ilaria Moschini and Sandra Petroni

      Section C. Focus on Teachers: Practices and Pedagogies

    20. Preparing for Teaching Digital Literacies in the Curriculum Disciplines: Meta-Semiotic Knowledge and Pedagogy
    21. Pauline Jones, Annette Turney, Helen Georgiou and Wendy Nielsen

    22. Analyzing Attitudinal Stance in OpenCourseWare Lectures: An Experimental Mixed-Method Approach
    23. Belinda Crawford Camiciottoli

    24. Making Science Easier to Access: Investigating Academic Social Networks as "Composites of Connotations"
    25. Flavia Cavaliere

    26. Teaching, Learning and Assessment of Multimodal Digital Academic Numeracy Practices

    Robert Prince


    Maria Grazia Sindoni, PhD, is Professor of English Linguistics and Translation in the Department of Ancient and Modern Civilizations at the University of Messina, Italy. Her main interests include multimodal discourse studies, systemic-functional grammar, applied linguistics and video-mediated communication.

    Ilaria Moschini, PhD, is Assistant Professor of English Linguistics and Translation in the Department of Education, Languages, Intercultures, Literatures and Psychology at the University of Florence, Italy. Her main research interests are digital media language and political discourse that she investigates adopting a critical multimodal approach.

    "During the early period of the COVID-19 pandemic in 2020, the adoption of digital technologies in mainstream education was a response to a crisis – an emergent response, unplanned and less than ideal. In 2022, as we move into a more stable phase, many are recognizing this as a moment to ‘reimagine education’.With fourteen chapters and a solid introduction that investigate learning and teaching in the digital context, Multimodal Literacies Across Digital Learning Contexts has arrived in good time to contribute to the reimagining conversation." - Cheng-Wen Huang, Senior Lecturer, University of Cape Town Centre for Higher Education Development, South Africa, Multimodality & Society

    "Ranging from educational apps for preschool children to online university lectures and from critical software analyses to detailed curriculum and assessment proposals, this up to date and comprehensive collection will be an unmissable source of information and insight for anyone interested in the ever greater role of digital media and multimodal communication in education and learning generally." - Theo van Leeuwen, Professor of Language and Communication at the University of Southern Denmark and Honorary Professor at the University of New South Wales, Australia