TY  - BOOK
AU  - Unsworth,Len
AU  - Tytler,Russell
AU  - Fenwick,Lisl
AU  - Humphrey,Sally
AU  - Chandler,Paul
AU  - Herrington,Michele
AU  - Pham,Lam
TI  - Multimodal literacy in school science: transdisciplinary perspectives on theory, research and pedagogy 
SN  - 9781003150718
AV  - LB1068 .U55 2022
U1  - 507.1/2 23
PY  - 2022///
CY  - New York
PB  - Routledge
KW  - EDUCATION / Secondary
KW  - bisacsh
KW  - EDUCATION / Teaching Methods & Materials / Science & Technology
KW  - LANGUAGE ARTS & DISCIPLINES / Literacy
KW  - Literacy
KW  - Science
KW  - Study and teaching (Secondary)
KW  - Critical pedagogy
KW  - Science teachers
KW  - Training of
N1  - Researching multimodal literacy as core to senior high school Biology, Chemistry and Physics pedagogy -- Language, image and multimodal mediation in scientific research and science learning -- Distinguishing multimodal disciplinary literacy in school science -- Contextualizing the conditions for multimodal literacy practices in senior high school Science -- Teaching and learning practices for multimodal literacy in science education -- A framework for infused multimodal disciplinary literacy in school Science -- Multimodal disciplinary literacy in the senior Biology classroom -- Multimodal disciplinary literacy in the senior Physics classroom -- Multimodal disciplinary literacy in the senior Chemistry classroom -- Design-based research and teacher professional learning about multimodal literacy -- Student engagement in Science learning through multimodal disciplinary literacy -- Advancing multimodal literacy transdisciplinary research and teaching
N2  - 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 students⁰́₉ 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 ⁰́₈disciplinary 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
UR  - https://www.taylorfrancis.com/books/9781003150718
UR  - http://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
ER  -