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*008110824s2001    xxk    |      001 0 eng c
*020  $a0-8264-4860-7 (hft.)
*020  $a0-8264-4860-7
*020  $a0-8264-4859-3 (inb.)
*020  $a0-8264-4859-3
*035  $a(Ko)29947
*040  $dGx
*084  $aEabu
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*24510$aMultimodal teaching and learning :$bthe rhetorics of the science classroom  /$cGunther Kress ...
*260  $aLondon ;$a2001 :$bContinuum ,$c2001
*300  $axv, 188 s.  :$bill.  :$c24 cm
*440  $aAdvances in applied linguistics$999-3579022-3
*504  $aIncludes bibliographical references and index
*650 4$aCommunication in education
*650 4$aModality (Linguistics)
*650 4$aLearning strategies
*650 4$aScience
*650 4$aStudy and teaching
*650 4$aNaturorienterande ämnen
*650 4$astudier och undervisning
*650 4$aKommunikation
*650 4$aCommunication
*650 4$aScience ¡ Study and teaching
*697  $cUndervisning i naturvetenskapliga ämnen
*697  $cKommunikation
*7001 $aKress, Gunther R.,$d1940-$4aut
*8520 $hEab
*900  $aKress, G. R.
*900  $a1940-
*900  $a1940-
*950  $aAlternativ och kompletterande kommunikation
*950  $aKommunikation
*950  $aLäppavläsning
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*950  $aIcke-verbal kommunikation
*950  $aKommunikation
*950  $aInformationsvetenskap
*950  $aKommunikation
*950  $aInnovationsspridning
*950  $aKommunikation
*950  $aRiskkommunikation
*950  $aKommunikation
*950  $aSpråk
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*950  $aSkriftlig framställning
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*950  $aNaturorienterande ämnen
*950  $aNaturorienterande ämnen$xundervisning$xstudier och undervisning
^

'Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdisciplinary observation, which challenges our thinking about how meaning and knowledge are shaped by our modes of communication. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.'
Professor Ron Scollon, Department of Linguistics, Georgetown University.

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.

• 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