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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.
Description:	XII, 156 p.online resource. :
Contained By:	Springer Nature eBook
Subject:	Education. -
Online resource:	https://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. - 1st ed. 2016. - XII, 156 p.online resource.

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:

555912
Education.

LC Class. No.: L1-991

Dewey Class. No.: 370

Why Multimodal Literacy Matters = (Re)conceptualizing Literacy and Wellbeing through Singing-Infused Multimodal, Intergenerational Curricula /
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