This 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.
The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
This 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.
1. Researching multimodal literacy as core to senior high school
biology, chemistry and physics pedagogy
2. Language, image and multimodal
mediation in scientific research and science learning
3. Distinguishing
multimodal disciplinary literacy school science
4. Contextualizing the
conditions for multimodal literacy practices in senior high school science
5.
Teaching and learning practices for multimodal literacy in science education
6. A framework for infused multimodal disciplinary literacy in school science
7. Multimodal disciplinary literacy in the senior biology classroom
8.
Multimodal disciplinary literacy in the senior physics classroom
9.
Multimodal disciplinary literacy in the senior chemistry classroom
10.
Design-based research and teacher professional learning about multimodal
literacy
11. Student engagement in science learning through multimodal
disciplinary literacy
12. Advancing multimodal literacy transdisciplinary
research and teaching
Len Unsworth is Professor in English and Literacies Education and Research Director in Educational Semiotics and Literacy Pedagogy at the Institute for Learning Sciences and Teacher Education, Australian Catholic University.
Russell Tytler is Alfred Deakin Professor and Chair in Science Education at Deakin University, Melbourne, and Fellow of the Academy of Social Sciences Australia.
Lisl Fenwick is Senior Lecturer in Education at the University of South Australia.
Sally Humphrey is Senior Lecturer in Education at the Australian Catholic University.
Paul Chandler is Senior Lecturer in Education at the Australian Catholic University.
Michele Herrington is Research Fellow in Education at the Australian Catholic University.
Lam Pham is Lecturer in Medical Education in the Faculty of Health, Deakin University.
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