國立虎尾科技大學 |

Why multimodal literacy matters = (re)conceptualizing literacy and wellbeing through singing-infused multimodal, intergenerational curricula /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Why multimodal literacy matters/ by Rachel Heydon, Susan O'Neill.
Reminder of title:	(re)conceptualizing literacy and wellbeing through singing-infused multimodal, intergenerational curricula /
Author:	Heydon, Rachel.
other author:	O'Neill, Susan.
Published:	Rotterdam :SensePublishers : : 2016.,
Description:	xii, 156 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
Subject:	Literacy. -
Online resource:	http://dx.doi.org/10.1007/978-94-6300-708-5
ISBN:	9789463007085

Why multimodal literacy matters = (re)conceptualizing literacy and wellbeing through singing-infused multimodal, intergenerational curricula /
Heydon, Rachel.

Why multimodal literacy matters(re)conceptualizing literacy and wellbeing through singing-infused multimodal, intergenerational curricula /[electronic resource] :by Rachel Heydon, Susan O'Neill. - Rotterdam :SensePublishers :2016. - xii, 156 p. :ill., digital ;24 cm.

Foreword -- Acknowledgements -- Introduction -- The Point of Departure for Why Multimodal Literacy Matters -- Wellbeing, Literacy, and Singing: Literature Connections -- Intergenerational Multimodal Singing-Infused Curriculum -- Intergenerational Contact and Intergenerational Programs -- Foundations for the Curriculum -- The Study -- The Scene of the Program -- The Curriculum -- The Lessons -- Towards a (Re)conceptualization of Wellbeing through Singing-Infused Multimodal, Intergenerational Curriculum -- Affordances and Constraints of the Curriculum -- Revisiting Wellbeing -- References -- Index.

Literacy research has focused increasingly on the social, cultural, and material remaking of human communication. Such research has generated new knowledge about the diverse and interconnected modes and media through which people can and do make meaning and opened up definitions of literacy to include image, gaze, gesture, print, speech, and music. And yet, despite all of the attention to multimodality, questions remain that are fundamental to why multimodal literacy might matter to people and their communities. How, for instance, might multimodal literacy be implicated in wellbeing? And what of the little-researched sonic in multimodal ensembles? For centuries singing, as a basic form of human communication and tool for teaching and learning, has been used to share knowledge and pass on understandings of the world from one generation to another. What, however, are the implications of singing and its effects on people's prospects for learning and making meaning together? In this thought-provoking book, the authors explore notions of wellbeing and what is created when skipped generations are brought together through singing-infused multimodal, intergenerational curricula. They argue for the import of singing as a multimodal literacy practice and unite theoretical ideas, practical tools, and empirical research findings from a ground-breaking seven-year study of intergenerational singing in multimodal curricula. Educators and researchers alike will find in the pages of this interdisciplinary book responses to the question of why multimodal literacy might matter and a sample curriculum designed to foster the expansion of people's literacy and identity options across the lifespan.

ISBN: 9789463007085

Standard No.: 10.1007/978-94-6300-708-5doiSubjects--Topical Terms:

556453
Literacy.

LC Class. No.: LC149 / .H49 2016

Dewey Class. No.: 370.14

Why multimodal literacy matters = (re)conceptualizing literacy and wellbeing through singing-infused multimodal, intergenerational curricula /
LDR:03383nam a2200325 a 4500 001 868163
003 DE-He213
005 20161128073035.0
006 m d
007 cr nn 008maaau
008 170720s2016 ne s 0 eng d
020 $a 9789463007085 $q (electronic bk.)
020 $a 9789463007061 $q (paperback)
020 $a 9789463007078 $q (hardback)
024 7 $a 10.1007/978-94-6300-708-5 $2 doi
035 $a 978-94-6300-708-5
040 $a GP $c GP
041 0 $a eng
050 4 $a LC149 $b .H49 2016
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
082 0 4 $a 370.14 $2 23
090 $a LC149 $b .H615 2016
100 1 $a Heydon, Rachel. $3 1115515
245 1 0 $a Why multimodal literacy matters $h [electronic resource] : $b (re)conceptualizing literacy and wellbeing through singing-infused multimodal, intergenerational curricula / $c by Rachel Heydon, Susan O'Neill.
260 $a Rotterdam : $b SensePublishers : $b Imprint: SensePublishers, $c 2016.
300 $a xii, 156 p. : $b ill., digital ; $c 24 cm.
505 0 $a Foreword -- Acknowledgements -- Introduction -- The Point of Departure for Why Multimodal Literacy Matters -- Wellbeing, Literacy, and Singing: Literature Connections -- Intergenerational Multimodal Singing-Infused Curriculum -- Intergenerational Contact and Intergenerational Programs -- Foundations for the Curriculum -- The Study -- The Scene of the Program -- The Curriculum -- The Lessons -- Towards a (Re)conceptualization of Wellbeing through Singing-Infused Multimodal, Intergenerational Curriculum -- Affordances and Constraints of the Curriculum -- Revisiting Wellbeing -- References -- Index.
520 $a Literacy research has focused increasingly on the social, cultural, and material remaking of human communication. Such research has generated new knowledge about the diverse and interconnected modes and media through which people can and do make meaning and opened up definitions of literacy to include image, gaze, gesture, print, speech, and music. And yet, despite all of the attention to multimodality, questions remain that are fundamental to why multimodal literacy might matter to people and their communities. How, for instance, might multimodal literacy be implicated in wellbeing? And what of the little-researched sonic in multimodal ensembles? For centuries singing, as a basic form of human communication and tool for teaching and learning, has been used to share knowledge and pass on understandings of the world from one generation to another. What, however, are the implications of singing and its effects on people's prospects for learning and making meaning together? In this thought-provoking book, the authors explore notions of wellbeing and what is created when skipped generations are brought together through singing-infused multimodal, intergenerational curricula. They argue for the import of singing as a multimodal literacy practice and unite theoretical ideas, practical tools, and empirical research findings from a ground-breaking seven-year study of intergenerational singing in multimodal curricula. Educators and researchers alike will find in the pages of this interdisciplinary book responses to the question of why multimodal literacy might matter and a sample curriculum designed to foster the expansion of people's literacy and identity options across the lifespan.
650 0 $a Literacy. $3 556453
650 0 $a Music in education. $3 879633
650 0 $a Learning strategies. $3 556163
650 0 $a Modality (Linguistics) $3 577512
650 1 4 $a Education. $3 555912
650 2 4 $a Education, general. $3 1068901
700 1 $a O'Neill, Susan. $3 1115516
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer eBooks
856 4 0 $u http://dx.doi.org/10.1007/978-94-6300-708-5
950 $a Education (Springer-41171)