Multimodal Literacy in School Science
Transdisciplinary Perspectives on Theory, Research and Pedagogy
- Available for pre-order. Item will ship after December 15, 2021
This book establishes a new theoretical and practical framework for multimodal disciplinary literacy (MDL) fused with the subject-specific science pedagogies of senior high school biology, chemistry and physics. It builds a compatible alignment of multiple representation and representation construction approaches to science pedagogy with the social semiotic, systemic functional linguistic based approaches to explicit teaching of disciplinary literacy.
The early part of the book explicates the transdisciplinary negotiated theoretical underpinning of the MDL framework, followed by the research-informed repertoire of learning experiences that are then articulated into a comprehensive framework of options for the planning of classroom work. Practical adoption and adaptation of the framework in biology, chemistry and physics classrooms are detailed in separate chapters. The latter chapters indicate the impact of the collaborative research on teachers professional learning and students’ multimodal disciplinary literacy engagement, concluding with proposals for accommodating emerging developments in MDL in an ever-changing digital communication world.
The MDL framework is designed to enable teachers to develop all students ‘disciplinary literacy competencies. This book will be of interest to researchers, teacher educators and postgraduate students in the field of science education. It will also have appeal to those in literacy education and social semiotics.
Table of Contents
1. Multimodal literacy as core to senior high school science pedagogy 2. Language, image and multimodal mediation in scientific research and science learning 3. Distinguishing multimodal literacy in senior high school biology, physics and chemistry 4. Contextual conditions for multimodal disciplinary literacy senior high school science 5. Teaching and learning practices for multimodal literacy in science education 6. A framework for infused multimodal disciplinary literacy in school science 7. Multimodal disciplinary literacy in the senior biology classroom 8. Multimodal disciplinary literacy n the senior physics classroom 9. Multimodal disciplinary literacy in the chemistry classroom 10. Design-based research and teacher professional learning about multimodal literacy 11. Student engagement in science learning through multimodal disciplinary literacy 12. Advancing transdisciplinary research and classroom practice in multimodal disciplinary literacy
Len Unsworth– Professor in English and Literacies Education and Research Director in Educational Semiotics and Literacy Pedagogy, Institute for Learning Sciences and Teacher Education, Australian Catholic University.
Russell Tytler- Alfred Deakin Professor and Chair in Science Education at Deakin University, Melbourne and Fellow of the Academy of Social Sciences Australia.
Lisl Fenwick – Senior Lecturer in Education, University of South Australia.
Sally Humphrey – Senior Lecturer in Education, Australian Catholic University.
Paul Chandler – Senior Lecturer in Education, Australian Catholic University.
Michele Herrington – Research Fellow in Education, Australian Catholic University.
Lam Pham- Lecturer in Medical Education, Faculty of Health, Deakin University