| 書(shū)目名稱(chēng) | Why Multimodal Literacy Matters | | 副標(biāo)題 | (Re)conceptualizing | | 編輯 | Rachel Heydon,Susan O’Neill | | 視頻video | http://file.papertrans.cn/1029/1028152/1028152.mp4 | | 概述 | Why Multimodal Literacy Matters brings together the contemporary trends of intergenerational learning programs and multimodal literacy in a format that is both theoretically rigorous and grounded in p | | 圖書(shū)封面 |  | | 描述 | 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 | | 出版日期 | Book 2016 | | 關(guān)鍵詞 | intergenerational learning; curriculum; multimodal literacy; singing; children; older adults | | 版次 | 1 | | doi | https://doi.org/10.1007/978-94-6300-708-5 | | isbn_ebook | 978-94-6300-708-5 | | copyright | SensePublishers-Rotterdam, The Netherlands 2016 |
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