Jewitt, Carey and Kress, Gunther and Ogborn, Jon and Tsatsarelis, C (2001) Multimodal teaching and learning: The rhetorics of the science classroom. Continuum, London; New York. ISBN 978-0826448606Full text not available from this repository.
|Additional Information:||This book reports on extensive ethnographic classroom based research in the school science over three years funded by the ESRC. It examines how a range of modes feature in the school science classroom, theorising the role of image, gesture and interaction with objects. It offers a methodological innovative framework for the analysis of teaching and learning, curriculum and knowledge that accounts for all modes of communication. It is the first book to develop a multimodal account of the production of school knowledge and makes an original contribution to the development of this theory. In particular it outlines transcription and analytical procedures and demonstrates these through detailed case-study analysis of classroom data. It is regularly cited, it has had a significant impact on a number of research projects and the area of multimodal research internationally. Jewitt wrote the book proposal and substantial first and final drafts of all chapters.|
|Divisions:||IOE Departments > Departments > Learning, Curriculum and Communication
IOE Departments > Departments > London Knowledge Lab
IOE Departments > Departments > Culture, Communication and Media
|Depositing User:||IOE Repository Editor (2)|
|Date Deposited:||13 Jan 2010 11:48|
|Last Modified:||29 Jan 2015 10:01|