| Description |
1 online resource |
| Series |
Bloomsbury classics in linguistics |
|
Bloomsbury classics in linguistics.
|
| Contents |
Rhetorics of the science classroom: A multimodal approach -- Multimodality -- Analysing action in the science classroom -- Shapes of knowledge -- Rethinking learning in the multimodal environment: Learning to be scientific -- Written genres and the transformation of multimodal communication: Students' signs as evidence of learning -- Materiality as an expression of learning -- Conclusion |
| Summary |
This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Communication in education.
|
|
Modality (Linguistics)
|
|
Learning strategies.
|
|
Science -- Study and teaching
|
|
Linguistics.
|
|
EDUCATION -- Administration -- General.
|
|
EDUCATION -- Organizations & Institutions.
|
|
Communication in education
|
|
Learning strategies
|
|
Modality (Linguistics)
|
|
Science -- Study and teaching
|
| Form |
Electronic book
|
| Author |
Kress, Gunther R.
|
|
Jewitt, Carey.
|
|
Ogborn, Jon.
|
|
Tsatsarelis, Charalampos.
|
| ISBN |
9781472571045 |
|
1472571045 |
|
9781472571052 |
|
1472571053 |
|
