Multimodal Literacies Across Digital Learning Contexts Routledge Studies in Multimodality Series

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

Qing Archer Zhang and James Paul Gee

2. Pedagogies for Digital Learning: From Transpositional Grammar to the Literacies of Education

Bill Cope and Mary Kalantzis

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

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

Gunhild Kvåle

4. Storytelling with Children in Informal Contexts: Learning to Narrate Across the Offline/Online Boundaries

Maria Bortoluzzi, Elisa Bertoldi and Ivana Marenzi

5. Multilingual Children’s Expressions of Participation in Preschools Using Digital Tablets Petra Petersen
6. Watching the Sound: Sign-Making in Musical Expressiveness of Children with Motor-Related Disabilities Made Through Eye Tracking Software

Záira Bomfante Dos Santos, Clarice Lage Gualberto and Sônia Maria Oliveira Pimenta

7. Popularizing Scientific Knowledge for Children: A Multimodal Perspective

Giuliana Diani

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

8. Exploring Multimodality in Video Podcasting to Enhance Intercultural Awareness in the East Asian Context

Martin Parsons, Mikel Garant and Larry Walker

9. Recognition of Student Resources in Digital Environments

Arlene Archer

10. Theory and Practice of the Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL)

Maria Grazia Sindoni, Elisabetta Adami, Styliani Karatza, Ilaria Moschini and Sandra Petroni

Section C. Focus on Teachers: Practices and Pedagogies

11. Preparing for Teaching Digital Literacies in the Curriculum Disciplines: Meta-Semiotic Knowledge and Pedagogy

Pauline Jones, Annette Turney, Helen Georgiou and Wendy Nielsen

12. Analyzing Attitudinal Stance in OpenCourseWare Lectures: An Experimental Mixed-Method Approach

Belinda Crawford Camiciottoli

13. Making Science Easier to Access: Investigating Academic Social Networks as "Composites of Connotations"

Flavia Cavaliere

14. 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.