NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ866375
Record Type: Journal
Publication Date: 2009-Dec
Pages: 13
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0034-0561
Theories and Practices of Multimodal Education: The Instructional Dynamics of Picture Books and Primary Classrooms
Hassett, Dawnene D.; Curwood, Jen Scott
Reading Teacher, v63 n4 p270-282 Dec 2009
The imaginative and interactive modes of communication available for children today, above and beyond print, indicate a profound shift to the nature of reading education as a whole. This article reviews the theoretical landscape involved in multimodal education, and then examines the practices that make multimodal education feasible in the classroom. Using examples from a research project in which elementary school teachers designed and implemented literacy curricula that focused on multimodal reading and writing skills, we highlight the instructional dynamics that took place in these classrooms and outline the ways in which the teachers effectively oriented their students toward the kind of multimodal and sociocognitive work that is characteristic of a larger digital culture. In the end, the implications for reading instruction are framed in terms of a pedagogy of multiliteracies. (Contains 2 tables and 4 figures.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A