This book joins two important fields, that of literacy and multimodality, with a focus on local and global literacies. Chapters include work on media, popular culture and literacy, weblogs, global and local crossings, in and out of educational settings in such locations as the US, the UK, South Africa, Australia and Canada.
Tabla de materias
Foreword by Gunther Kress (Institute of Education) and Brian Street (King’s College, London)
Introduction by Kate Pahl and Jennifer Rowsell
SECTION I: IDENTITY IN MULTIMODAL COMMUNICATIVE PRACTICES
1. Global, Local/Public, Private: Young Children’s Engagement in Digital Literacy Practices in the Home – Jackie Marsh (University of Sheffield)
2. Ned and Kevin: An Online Discussion that Challenges the ‘Not-Yet Adult’ Cultural Model – Donna Alvermann (University of Georgia)
3. Escaping to the Borderlands: An Exploration of the Internet as a Cultural Space for Teenaged Wiccan Girls – Julia Davies (University of Sheffield)
4. Weblog Worlds and Constructions of Effective and Powerful Writing: Cross with Care, and Only Where Signs Permit – Michele Knobel (Montclair State University) and Colin Lankshear (James Cook University)
SECTION II: MULTIMODAL LITERACY PRACTICES IN LOCAL AND GLOBAL SPACES
5. Critical Literacy Across Continents – Hilary Janks (University of Witwatersrand) and Barbara Comber (University of South Australia)
6. An Eye on the Text and an Eye on the Future: Multimodal Literacy in Three Gauteng Families – Pippa Stein and Lynne Slominsky (University of Witwatersrand)
7. Crossing the Margins: Recontextualisation, Literacy and Semiotic Power? – Cathy Kell (University of Auckland)
SECTION II: CROSSINGS IN LITERACY PRACTICES
8. From Boardroom to Classroom: Tracing a Globalised Discourse on Thinking through Internet Texts and Teaching Practice – Sue Nichols (University of South Australia)
9. Corporate Crossings: Tracing Textual Crossings – Jennifer Rowsell
SECTION IV: MULTIMODAL COMMUNICATIVE PRACTICES IN PEDAGOGICAL SETTINGS
10. So, What About Multimodal Numeracies? – Brian Street (King’s College, London) and Dave Baker (Institute of Education)
11. Transformative Pedagogy: Teachers Creating a Literacy of Fusion – Elaine Millard (University of Sheffield)
Afterword: Deborah Brandt and Katie Clinton (University of Wisconsin-Madison)
Sobre el autor
Kate Pahl is Professor of Arts and Literacy at Manchester Metropolitan University, UK. Her interest is in literacy, multilingualism, multimodality and arts practice. She has written extensively in the field of literacy, co-production, language-based ethnographies, multimodality and arts practice.
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