LEADER 00000cam  2200685Ii 4500 
001    on1273728149 
003    OCoLC 
005    20220107213019.0 
006    m     o  d         
007    cr cnu|||unuuu 
008    211007s2022    nyu    eob    001 0 eng d 
020    9781003150718|q(electronic book) 
020    1003150713|q(electronic book) 
020    9781000531435|q(electronic book : EPUB) 
020    1000531430|q(electronic book : EPUB) 
020    9781000531428|q(electronic book : PDF) 
020    1000531422|q(electronic book : PDF) 
035    (OCoLC)1273728149 
037    9781003150718|bTaylor & Francis 
040    TYFRS|beng|erda|epn|cTYFRS|dTYFRS 
049    CKEA 
050  4 LB1068|b.U55 2022 
082 04 507.1/2|223 
100 1  Unsworth, Len,|eauthor. 
245 10 Multimodal literacy in school science :|btransdisciplinary
       perspectives on theory, research and pedagogy /|cauthored 
       by Len Unsworth, Russell Tytler, Lisl Fenwick, Sally 
       Humphrey, Paul Chandler, Michele Herrington, Lam Pham. 
250    First edition. 
264  1 New York :|bRoutledge,|c2022. 
300    1 online resource (240 pages) 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
347    data file|2rda 
504    Includes bibliographical references and index. 
505 0  Researching multimodal literacy as core to senior high 
       school Biology, Chemistry and Physics pedagogy -- Language,
       image and multimodal mediation in scientific research and 
       science learning -- Distinguishing multimodal disciplinary
       literacy in school science -- Contextualizing the 
       conditions for multimodal literacy practices in senior 
       high school Science -- Teaching and learning practices for
       multimodal literacy in science education -- A framework 
       for infused multimodal disciplinary literacy in school 
       Science -- Multimodal disciplinary literacy in the senior 
       Biology classroom -- Multimodal disciplinary literacy in 
       the senior Physics classroom -- Multimodal disciplinary 
       literacy in the senior Chemistry classroom -- Design-based
       research and teacher professional learning about 
       multimodal literacy -- Student engagement in Science 
       learning through multimodal disciplinary literacy -- 
       Advancing multimodal literacy transdisciplinary research 
       and teaching. 
520    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 studentś⁰₉
       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 С́⁰₈disciplinary 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. 
545 0  Len Unsworth́⁰₃ Professor in English and Literacies 
       Education and Research Director in Educational Semiotics 
       and Literacy Pedagogy, Institute for Learning Sciences and
       Teacher Education, Australian Catholic University. Russell
       Tytler- Alfred Deakin Professor and Chair in Science 
       Education at Deakin University, Melbourne and Fellow of 
       the Academy of Social Sciences Australia. Lisl Fenwick 
       С́⁰₃ Senior Lecturer in Education, University of South 
       Australia. Sally Humphrey С́⁰₃ Senior Lecturer in 
       Education, Australian Catholic University. Paul Chandler 
       С́⁰₃ Senior Lecturer in Education, Australian Catholic 
       University. Michele Herrington С́⁰₃ Research Fellow in 
       Education, Australian Catholic University. Lam Pham- 
       Lecturer in Medical Education, Faculty of Health, Deakin 
       University 
588 0  Print version record. 
650  0 Literacy. 
650  0 Science|xStudy and teaching (Secondary) 
650  0 Critical pedagogy. 
650  0 Science teachers|xTraining of. 
650  7 EDUCATION / Secondary.|2bisacsh 
650  7 EDUCATION / Teaching Methods & Materials / Science & 
       Technology.|2bisacsh 
650  7 LANGUAGE ARTS & DISCIPLINES / Literacy.|2bisacsh 
650  7 Critical pedagogy.|2fast|0(OCoLC)fst00883676 
650  7 Literacy.|2fast|0(OCoLC)fst00999859 
650  7 Science|xStudy and teaching (Secondary)|2fast
       |0(OCoLC)fst01108482 
650  7 Science teachers|xTraining of.|2fast|0(OCoLC)fst01108795 
700 1  Tytler, Russell,|eauthor. 
700 1  Fenwick, Lisl,|eauthor. 
700 1  Humphrey, Sally,|d1958-|eauthor. 
700 1  Chandler, Paul,|eauthor. 
700 1  Herrington, Michele,|eauthor. 
700 1  Pham, Lam,|eauthor. 
776 08 |iPrint version:|aUnsworth, Len.|tMultimodal literacy in 
       school science.|bFirst Edition.|dNew York : Routledge, 
       2022|z9780367714048|w(DLC)  2021039904|w(OCoLC)1275368347 
914    on1273728149 
994    92|bCKE