Reading the visual: an introduction to teaching multimodal literacy
Saved in:
| Main Author: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
New York
Teachers College Press
[2014]
|
| Series: | Language and literacy series (New York, N.Y.)
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| Subjects: | |
| Item Description: | Print version record |
| Physical Description: | 1 online resource (xiii, 189 pages) |
| ISBN: | 9780807772430 0807772437 |
Staff View
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| 505 | 8 | |a Introduction -- A multimodal world -- Why teachers and literacy educators should read this book -- What influenced me to write this book -- How this book is organized -- Part I: theoretical and instructional foundations -- 1. Multimodal ensembles -- So what exactly is a multimodal ensemble? -- Text, image, and design -- How modes work -- Multimodal or multimedia -- The discovery of the obvious -- Why should educators care about multimodal texts? -- Concluding remarks -- 2. Visual literacy, media literacy, and multiliteracies -- Defining literacy -- Visual literacy -- Media literacy -- Multiliteracies -- Concluding remarks -- 3. Foundational processes -- Foundational processes -- Perception -- Representation -- Interpretation -- Ideology -- Frameworks for interpreting visual images and multimodal ensembles -- Concluding remarks -- 4. Understanding multimodality -- Multimodality -- Sociocultural dimensions of multimodality -- Research on multimodality -- | |
| 505 | 8 | |a Essential aspects of multimodality -- Concluding remarks -- 5. Elements of art, design, and visual composition -- Elements of visual art -- Elements of multimodal ensembles -- Elements of visual grammar -- Concluding remarks -- Part II: curricular frameworks and pedagogical approaches -- 6. Picturebooks and picturebook theories -- Defining the picturebook -- Elements of picturebooks -- Picturebook codes -- Text-image relationships -- Art and the picturebook -- Postmodern influences on the picturebook -- Concluding remarks -- 7. Exploring multimodal ensembles: an example -- Piggybook from a perceptual analytical perspective -- Piggybook from a structural analytical perspective -- Piggybook from an ideological analytical perspective -- Concluding remarks -- 8. Curricular and pedagogical frameworks -- A curricular framework -- Defining units of study -- An instructional template -- Concluding remarks -- Part III: units of study -- Exploring postmodern picturebooks -- | |
| 505 | 8 | |a Exploring wordless picturebooks -- Exploring historical fiction picturebooks -- Exploring informational picturebooks -- Exploring illustrated novels -- Exploring graphic novels, comics, and cartoons -- Exploring advertisements -- Exploring news reports -- Exploring film -- Exploring digital media -- Epilogue: to see or not to see -- Developing and enlightened eye with our students -- Words and pictures and something in between -- Interpretation and representation -- The journey continues | |
| 505 | 8 | |a This is an essential introduction that focuses on what teachers should know about multimodal literacy and how to teach it. This book provides theoretical, curricular, and pedagogical frameworks for teaching a wide-range of visual and multimodal texts, including historical fiction, picture books, advertisements, websites, comics, graphic novels, news reports, and film. Each unit of study presented contains suggestions for selecting cornerstone texts and visual images and launching the unit, as well as lesson plans, text sets, and analysis guides. These units are designed to be readily adapted to fit the needs of a variety of settings and grade levels | |
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| contents | Introduction -- A multimodal world -- Why teachers and literacy educators should read this book -- What influenced me to write this book -- How this book is organized -- Part I: theoretical and instructional foundations -- 1. Multimodal ensembles -- So what exactly is a multimodal ensemble? -- Text, image, and design -- How modes work -- Multimodal or multimedia -- The discovery of the obvious -- Why should educators care about multimodal texts? -- Concluding remarks -- 2. Visual literacy, media literacy, and multiliteracies -- Defining literacy -- Visual literacy -- Media literacy -- Multiliteracies -- Concluding remarks -- 3. Foundational processes -- Foundational processes -- Perception -- Representation -- Interpretation -- Ideology -- Frameworks for interpreting visual images and multimodal ensembles -- Concluding remarks -- 4. Understanding multimodality -- Multimodality -- Sociocultural dimensions of multimodality -- Research on multimodality -- Essential aspects of multimodality -- Concluding remarks -- 5. Elements of art, design, and visual composition -- Elements of visual art -- Elements of multimodal ensembles -- Elements of visual grammar -- Concluding remarks -- Part II: curricular frameworks and pedagogical approaches -- 6. Picturebooks and picturebook theories -- Defining the picturebook -- Elements of picturebooks -- Picturebook codes -- Text-image relationships -- Art and the picturebook -- Postmodern influences on the picturebook -- Concluding remarks -- 7. Exploring multimodal ensembles: an example -- Piggybook from a perceptual analytical perspective -- Piggybook from a structural analytical perspective -- Piggybook from an ideological analytical perspective -- Concluding remarks -- 8. Curricular and pedagogical frameworks -- A curricular framework -- Defining units of study -- An instructional template -- Concluding remarks -- Part III: units of study -- Exploring postmodern picturebooks -- Exploring wordless picturebooks -- Exploring historical fiction picturebooks -- Exploring informational picturebooks -- Exploring illustrated novels -- Exploring graphic novels, comics, and cartoons -- Exploring advertisements -- Exploring news reports -- Exploring film -- Exploring digital media -- Epilogue: to see or not to see -- Developing and enlightened eye with our students -- Words and pictures and something in between -- Interpretation and representation -- The journey continues This is an essential introduction that focuses on what teachers should know about multimodal literacy and how to teach it. This book provides theoretical, curricular, and pedagogical frameworks for teaching a wide-range of visual and multimodal texts, including historical fiction, picture books, advertisements, websites, comics, graphic novels, news reports, and film. Each unit of study presented contains suggestions for selecting cornerstone texts and visual images and launching the unit, as well as lesson plans, text sets, and analysis guides. These units are designed to be readily adapted to fit the needs of a variety of settings and grade levels |
| ctrlnum | (ZDB-4-NLEBK)ocn897467432 (OCoLC)897467432 (DE-599)BVBBV044358855 |
| dewey-full | 370.11/5 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.11/5 |
| dewey-search | 370.11/5 |
| dewey-sort | 3370.11 15 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Literaturwissenschaft |
| format | Electronic eBook |
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| id | DE-604.BV044358855 |
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| indexdate | 2024-07-10T07:50:44Z |
| institution | BVB |
| isbn | 9780807772430 0807772437 |
| language | English |
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| psigel | ZDB-4-NLEBK |
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| series2 | Language and literacy series (New York, N.Y.) |
| spelling | Serafini, Frank Verfasser aut Reading the visual an introduction to teaching multimodal literacy Frank Serafini ; foreword by James Paul Gee New York Teachers College Press [2014] 1 online resource (xiii, 189 pages) txt rdacontent c rdamedia cr rdacarrier Language and literacy series (New York, N.Y.) Print version record Introduction -- A multimodal world -- Why teachers and literacy educators should read this book -- What influenced me to write this book -- How this book is organized -- Part I: theoretical and instructional foundations -- 1. Multimodal ensembles -- So what exactly is a multimodal ensemble? -- Text, image, and design -- How modes work -- Multimodal or multimedia -- The discovery of the obvious -- Why should educators care about multimodal texts? -- Concluding remarks -- 2. Visual literacy, media literacy, and multiliteracies -- Defining literacy -- Visual literacy -- Media literacy -- Multiliteracies -- Concluding remarks -- 3. Foundational processes -- Foundational processes -- Perception -- Representation -- Interpretation -- Ideology -- Frameworks for interpreting visual images and multimodal ensembles -- Concluding remarks -- 4. Understanding multimodality -- Multimodality -- Sociocultural dimensions of multimodality -- Research on multimodality -- Essential aspects of multimodality -- Concluding remarks -- 5. Elements of art, design, and visual composition -- Elements of visual art -- Elements of multimodal ensembles -- Elements of visual grammar -- Concluding remarks -- Part II: curricular frameworks and pedagogical approaches -- 6. Picturebooks and picturebook theories -- Defining the picturebook -- Elements of picturebooks -- Picturebook codes -- Text-image relationships -- Art and the picturebook -- Postmodern influences on the picturebook -- Concluding remarks -- 7. Exploring multimodal ensembles: an example -- Piggybook from a perceptual analytical perspective -- Piggybook from a structural analytical perspective -- Piggybook from an ideological analytical perspective -- Concluding remarks -- 8. Curricular and pedagogical frameworks -- A curricular framework -- Defining units of study -- An instructional template -- Concluding remarks -- Part III: units of study -- Exploring postmodern picturebooks -- Exploring wordless picturebooks -- Exploring historical fiction picturebooks -- Exploring informational picturebooks -- Exploring illustrated novels -- Exploring graphic novels, comics, and cartoons -- Exploring advertisements -- Exploring news reports -- Exploring film -- Exploring digital media -- Epilogue: to see or not to see -- Developing and enlightened eye with our students -- Words and pictures and something in between -- Interpretation and representation -- The journey continues This is an essential introduction that focuses on what teachers should know about multimodal literacy and how to teach it. This book provides theoretical, curricular, and pedagogical frameworks for teaching a wide-range of visual and multimodal texts, including historical fiction, picture books, advertisements, websites, comics, graphic novels, news reports, and film. Each unit of study presented contains suggestions for selecting cornerstone texts and visual images and launching the unit, as well as lesson plans, text sets, and analysis guides. These units are designed to be readily adapted to fit the needs of a variety of settings and grade levels Critical pedagogy fast Literacy / Philosophy fast Visual learning fast Visual literacy fast EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Critical pedagogy Literacy / Philosophy Visual learning Visual literacy EDUCATION / Essays EDUCATION / Organizations & Institutions EDUCATION / Reference Kritisk pedagogik sao Inlärning sao Philosophie Visual literacy Visual learning Literacy Philosophy Critical pedagogy Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd rswk-swf Visuelles Lernen (DE-588)4188432-2 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Medienkompetenz (DE-588)4680767-6 gnd rswk-swf Unterricht (DE-588)4062005-0 s Visuelles Lernen (DE-588)4188432-2 s Medienkompetenz (DE-588)4680767-6 s Schreib- und Lesefähigkeit (DE-588)4481193-7 s 1\p DE-604 Erscheint auch als Druck-Ausgabe Serafini, Frank Reading the visual 9780807754719 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Serafini, Frank Reading the visual an introduction to teaching multimodal literacy Introduction -- A multimodal world -- Why teachers and literacy educators should read this book -- What influenced me to write this book -- How this book is organized -- Part I: theoretical and instructional foundations -- 1. Multimodal ensembles -- So what exactly is a multimodal ensemble? -- Text, image, and design -- How modes work -- Multimodal or multimedia -- The discovery of the obvious -- Why should educators care about multimodal texts? -- Concluding remarks -- 2. Visual literacy, media literacy, and multiliteracies -- Defining literacy -- Visual literacy -- Media literacy -- Multiliteracies -- Concluding remarks -- 3. Foundational processes -- Foundational processes -- Perception -- Representation -- Interpretation -- Ideology -- Frameworks for interpreting visual images and multimodal ensembles -- Concluding remarks -- 4. Understanding multimodality -- Multimodality -- Sociocultural dimensions of multimodality -- Research on multimodality -- Essential aspects of multimodality -- Concluding remarks -- 5. Elements of art, design, and visual composition -- Elements of visual art -- Elements of multimodal ensembles -- Elements of visual grammar -- Concluding remarks -- Part II: curricular frameworks and pedagogical approaches -- 6. Picturebooks and picturebook theories -- Defining the picturebook -- Elements of picturebooks -- Picturebook codes -- Text-image relationships -- Art and the picturebook -- Postmodern influences on the picturebook -- Concluding remarks -- 7. Exploring multimodal ensembles: an example -- Piggybook from a perceptual analytical perspective -- Piggybook from a structural analytical perspective -- Piggybook from an ideological analytical perspective -- Concluding remarks -- 8. Curricular and pedagogical frameworks -- A curricular framework -- Defining units of study -- An instructional template -- Concluding remarks -- Part III: units of study -- Exploring postmodern picturebooks -- Exploring wordless picturebooks -- Exploring historical fiction picturebooks -- Exploring informational picturebooks -- Exploring illustrated novels -- Exploring graphic novels, comics, and cartoons -- Exploring advertisements -- Exploring news reports -- Exploring film -- Exploring digital media -- Epilogue: to see or not to see -- Developing and enlightened eye with our students -- Words and pictures and something in between -- Interpretation and representation -- The journey continues This is an essential introduction that focuses on what teachers should know about multimodal literacy and how to teach it. This book provides theoretical, curricular, and pedagogical frameworks for teaching a wide-range of visual and multimodal texts, including historical fiction, picture books, advertisements, websites, comics, graphic novels, news reports, and film. Each unit of study presented contains suggestions for selecting cornerstone texts and visual images and launching the unit, as well as lesson plans, text sets, and analysis guides. These units are designed to be readily adapted to fit the needs of a variety of settings and grade levels Critical pedagogy fast Literacy / Philosophy fast Visual learning fast Visual literacy fast EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Critical pedagogy Literacy / Philosophy Visual learning Visual literacy EDUCATION / Essays EDUCATION / Organizations & Institutions EDUCATION / Reference Kritisk pedagogik sao Inlärning sao Philosophie Visual literacy Visual learning Literacy Philosophy Critical pedagogy Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Visuelles Lernen (DE-588)4188432-2 gnd Unterricht (DE-588)4062005-0 gnd Medienkompetenz (DE-588)4680767-6 gnd |
| subject_GND | (DE-588)4481193-7 (DE-588)4188432-2 (DE-588)4062005-0 (DE-588)4680767-6 |
| title | Reading the visual an introduction to teaching multimodal literacy |
| title_auth | Reading the visual an introduction to teaching multimodal literacy |
| title_exact_search | Reading the visual an introduction to teaching multimodal literacy |
| title_full | Reading the visual an introduction to teaching multimodal literacy Frank Serafini ; foreword by James Paul Gee |
| title_fullStr | Reading the visual an introduction to teaching multimodal literacy Frank Serafini ; foreword by James Paul Gee |
| title_full_unstemmed | Reading the visual an introduction to teaching multimodal literacy Frank Serafini ; foreword by James Paul Gee |
| title_short | Reading the visual |
| title_sort | reading the visual an introduction to teaching multimodal literacy |
| title_sub | an introduction to teaching multimodal literacy |
| topic | Critical pedagogy fast Literacy / Philosophy fast Visual learning fast Visual literacy fast EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Critical pedagogy Literacy / Philosophy Visual learning Visual literacy EDUCATION / Essays EDUCATION / Organizations & Institutions EDUCATION / Reference Kritisk pedagogik sao Inlärning sao Philosophie Visual literacy Visual learning Literacy Philosophy Critical pedagogy Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Visuelles Lernen (DE-588)4188432-2 gnd Unterricht (DE-588)4062005-0 gnd Medienkompetenz (DE-588)4680767-6 gnd |
| topic_facet | Critical pedagogy Literacy / Philosophy Visual learning Visual literacy EDUCATION / Essays EDUCATION / Organizations & Institutions EDUCATION / Reference Kritisk pedagogik Inlärning Philosophie Visual literacy Visual learning Literacy Philosophy Critical pedagogy Schreib- und Lesefähigkeit Visuelles Lernen Unterricht Medienkompetenz |
| work_keys_str_mv | AT serafinifrank readingthevisualanintroductiontoteachingmultimodalliteracy |