Why Multimodal Literacy Matters: (Re)conceptualizing Literacy and Wellbeing through Singing-Infused Multimodal, Intergenerational Curricula 9789463007078

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Автор: Rachel Heydon, Susan O`Neill
Название: Why Multimodal Literacy Matters: (Re)conceptualizing Literacy and Wellbeing through Singing-Infused Multimodal, Intergenerational Curricula
ISBN: 9789463007078
Издательство: Brill
Классификация:

Образование

Преподавание отдельных предметов

Учебные материалы: английский язык и грамота

Учебные материалы: языки кроме английского

ISBN-10: 9463007075
Обложка/Формат: Hardback
Страницы: 168
Вес: 0.41 кг.
Дата издания: 01.01.2016
Серия: Education
Язык: English
Иллюстрации: Illustrations, black and white
Размер: 234 x 156
Читательская аудитория: Professional and scholarly
Ключевые слова: Education,Educational: English language & literacy,Educational: Languages other than English
Подзаголовок: (re)conceptualizing literacy and wellbeing through singing-infused multimodal, intergenerational curricula
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Поставляется из: Англии
Описание: Literacy research has focused increasingly on the social, cultural, and material remaking of human communication. Such research has generated new knowledge about the diverse and interconnected modes and media through which people can and do make meaning and opened up definitions of literacy to include image, gaze, gesture, print, speech, and music. And yet, despite all of the attention to multimodality, questions remain that are fundamental to why multimodal literacy might matter to people and their communities. How, for instance, might multimodal literacy be implicated in wellbeing? And what of the little-researched sonic in multimodal ensembles? For centuries singing, as a basic form of human communication and tool for teaching and learning, has been used to share knowledge and pass on understandings of the world from one generation to another. What, however, are the implications of singing and its effects on people’s prospects for learning and making meaning together? In this thought-provoking book, the authors explore notions of wellbeing and what is created when skipped generations are brought together through singing-infused multimodal, intergenerational curricula. They argue for the import of singing as a multimodal literacy practice and unite theoretical ideas, practical tools, and empirical research findings from a ground-breaking seven-year study of intergenerational singing in multimodal curricula.

Why Multimodal Literacy Matters: (Re)conceptualizing Literacy and Wellbeing through Singing-Infused Multimodal, Intergenerational Curricula, Rachel Heydon, Susan O`Neill