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dc.contributor.authorUnsworth, Len
dc.contributor.authorTytler, Russell
dc.contributor.authorFenwick, Lisl
dc.contributor.authorHumphrey, Sally
dc.contributor.authorChandler, Paul
dc.contributor.authorHerrington, Michele
dc.contributor.authorPham, Lam
dc.date.accessioned2022-01-04T04:01:07Z
dc.date.available2022-01-04T04:01:07Z
dc.date.issued2022
dc.date.submitted2022-01-03T11:02:26Z
dc.identifierONIX_20220103_9781000531428_8
dc.identifierhttps://library.oapen.org/handle/20.500.12657/52187
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/75169
dc.description.abstractThis 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.
dc.languageEnglish
dc.rightsopen access
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools::JNLC Secondary schools
dc.subject.classificationbic 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)
dc.subject.classificationbic Book Industry Communication::C Language::CF linguistics::CFC Literacy
dc.subject.classificationbic Book Industry Communication::C Language::CF linguistics
dc.subject.otherSecondary schools
dc.subject.otherTeaching of a specific subject
dc.subject.otherLiteracy
dc.subject.otherLinguistics
dc.titleMultimodal Literacy in School Science
dc.title.alternativeTransdisciplinary Perspectives on Theory, Research and Pedagogy
dc.typebook
oapen.identifier.doi10.4324/9781003150718
oapen.relation.isPublishedByfa69b019-f4ee-4979-8d42-c6b6c476b5f0
oapen.relation.isbn9781000531428
oapen.relation.isbn9781003150718
oapen.relation.isbn9781032191065
oapen.relation.isbn9780367714048
oapen.imprintRoutledge
oapen.pages286


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