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oapen-20.500.12657-521872023-06-29T14:37:45Z Multimodal Literacy in School Science Unsworth, Len Tytler, Russell Fenwick, Lisl Humphrey, Sally Chandler, Paul Herrington, Michele Pham, Lam Secondary schools Teaching of a specific subject Literacy Linguistics bic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools::JNLC Secondary schools bic Book Industry Communication::J Society & social sciences::JN Education::JNS Teaching of specific groups & persons with special educational needs::JNSV Teaching of students with English as a second language (TESOL) bic Book Industry Communication::C Language::CF linguistics::CFC Literacy bic Book Industry Communication::C Language::CF linguistics 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. 2022-01-03T11:02:26Z 2022-01-03T11:02:26Z 2022 book ONIX_20220103_9781000531428_8 9781000531428 9781003150718 9781032191065 9780367714048 https://library.oapen.org/handle/20.500.12657/52187 eng application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International 9781000531428.pdf Taylor & Francis Routledge 10.4324/9781003150718 10.4324/9781003150718 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb Australian Catholic University 9781000531428 9781003150718 9781032191065 9780367714048 Routledge 286 open access
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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.
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