Technology, literacy and learning : a multimodal approach

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Title:

Personal Author:

Jewitt, Carey

Publication Information:

London : Routledge, 2006

ISBN:

9780415345491

Subject Term:

Educational technology

Education -- Effect of technological innovations on

Learning

Literacy

Available:*

Library	Item Barcode	Call Number	Material Type	Item Category 1	Status
Searching... PSZ JB	30000010145466	LB1028.3 J48 2006	Open Access Book	Book	Searching... Unknown
Searching... PSZ JB	30000010139131	LB1028.3 J48 2006	Open Access Book	Book	Searching... Unknown

With the recent explosion of technology into the world of education across the globe, this book sets out a framework for rethinking the three key areas of schooling that are most affected by technology's impact on education today: knowledge as curriculum; learning and pedagogy and literacy across the curriculum. A well-known author in this field, Jewitt takes the reader through an analysis of teaching and learning with materials such as CD-ROMs, websites, the Internet, computer programming applications and computer games, relating each in turn to the main curriculum topics.

Through this detailed scrutiny the following questions emerge:

How do the new technologies reshape knowledge as curriculum? How does the use of new technologies in the classroom reshape learning pedagogy? As writing moves from page to screen, what is the impact on students' situated literacy practices and how does it effect learning?

Through these questions, this book demonstrates that mode, technology and curriculum knowledge are fundamentally connected and describes how teacher and student roles in the classroom could be altered in the face of new technologies.

List of figures	p. xi
List of tables	p. xiii
Preface	p. xiv
Acknowledgements	p. xvi
1 Introduction	p. 1
A fundamental question	p. 1
A framework for thinking	p. 3
Multimodality	p. 3
Activity theory	p. 4
A focus on schools	p. 4
Curriculum knowledge	p. 7
Learning	p. 7
Literacy	p. 8
Pedagogy	p. 9
Analytical themes	p. 9
The multimodal character of new technologies	p. 9
Structure and hyperlinks	p. 11
The interaction of modes on screen	p. 12
Sites of display	p. 13
This book	p. 14
2 Turning a multimodal lens on technology-mediated learning	p. 16
Why use a multimodal approach?	p. 16
Why use activity theory?	p. 16
Mode	p. 17
Semiotic resource	p. 17
Metafunctions	p. 18
Motivated sign	p. 20
The sign maker's 'interest'	p. 22
Activity theory	p. 23
Signs, 'mind' and learning	p. 25
Learning and modes of representation and communication	p. 28
Signs as an evidence of learning	p. 28
Technology remediated learning	p. 29
Looking beyond language	p. 30
3 Towards a multimodal analysis	p. 32
Multimodal data collection	p. 32
Ethical considerations	p. 33
The effect of video cameras in the classroom	p. 33
'Pointing': Setting the camera up	p. 34
Using more than one camera	p. 35
'Clicking': Turning the camera on and off	p. 36
Supplementary data	p. 36
The examples in this book	p. 36
Sampling video data	p. 37
Multimodal transcription	p. 38
Starting points for analysis	p. 40
Thinking about modes	p. 42
Image	p. 42
Ideational meaning in the visual mode	p. 42
Interpersonal meaning in the visual mode	p. 44
Textual meaning: Visual design	p. 45
Colour	p. 46
Sound	p. 47
Movement and gesture	p. 48
Ideational meaning in movement and gesture	p. 48
Interpersonal meaning in movement and gesture	p. 49
Textual meaning in movement and gesture	p. 49
Gaze	p. 49
The interaction of modes	p. 50
4 Reshaping of curriculum knowledge	p. 53
The multimodal reshaping of character in school English	p. 54
Overview of the CD-ROM	p. 56
The transformation of 'Novel' as CD-ROM	p. 56
From book and writing, to video and multimodal text	p. 57
The visual representation of gaze, gesture and movement	p. 58
Point of view and distance of shot	p. 61
Clothes	p. 61
Design	p. 62
Writing to speech	p. 63
Written text to visual text	p. 64
Represented elements	p. 64
Framing	p. 64
Social distance and point of view	p. 65
Setting	p. 65
The character guide	p. 65
The multimodal reshaping of character in the Dossier section of the CD-ROM	p. 67
Images	p. 67
Voice	p. 69
Modes, links and shared 'objects'	p. 70
Multimodality, new media and learning	p. 71
Textual evidence	p. 71
Social-historical context	p. 72
Intertextuality	p. 73
Multimodality	p. 73
Reshaping knowledge	p. 74
5 Multimodal learning	p. 76
Learning and the multimodal character of new technologies	p. 77
Learning and the role of writing	p. 80
The multimodal practices of students engaged with next technologies	p. 84
Learning and the design of modal relations on screen	p. 88
Structure and learning	p. 93
Learning across modes	p. 99
Different principles and modal 'preferences'	p. 100
Positions to learning	p. 101
Rethinking learning	p. 105
6 Multimodality, 'reading' and literacy	p. 107
Writing in the multimodal environment of the screen	p. 108
Decentring writing	p. 108
Writing as label or caption	p. 110
Writing as a sign of identity	p. 111
The visualisation of word	p. 112
The designed relationship between writing and other modes	p. 117
Relations of coherence	p. 117
Relations of tension and critique	p. 118
Relations as layers of meaning	p. 119
Relations of specialisation	p. 119
Students' design of writing and image	p. 119
Reading as a multimodal practice	p. 123
Multimodal reading on screen	p. 128
Reading the 'Novel as CD-ROM'	p. 128
Reading multimodal digital texts	p. 130
Multiple reading paths	p. 133
So what about reading?	p. 134
Rethinking reading and literacy	p. 135
7 Pedagogy as design	p. 138
Principles of design	p. 138
Design compared to teaching style	p. 139
'Takes' on the world	p. 139
Elements in pedagogic design	p. 140
The arrangement of the classroom as a physical space	p. 140
Multimodal communication and pedagogic social relations	p. 141
Curriculum and technologies of representation and communication	p. 143
Pedagogic design in the science classroom	p. 144
The 'traditional' pedagogic take	p. 145
The 'technologised' pedagogic take	p. 147
The pedagogic take of the CD-ROM	p. 147
Working with the CD-ROM on the computer screen	p. 148
The CD-ROM on the interactive whiteboard	p. 149
Designing virtual to empirical realities: Connections between the 'old' and the 'new'	p. 151
Changing epistemological perspectives	p. 155
Rethinking pedagogy	p. 158
8 Some final thoughts on representational and communicational resources, technology and learning	p. 161
References	p. 165
Index	p. 173

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