Multimodal Funds of Knowledge in Literacy PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Multimodal Funds of Knowledge in Literacy PDF full book. Access full book title Multimodal Funds of Knowledge in Literacy by Sally Brown. Download full books in PDF and EPUB format.
Author: Sally Brown
Publisher: Taylor & Francis
ISBN: 1040150233
Category : Language Arts & Disciplines
Languages : en
Pages : 206
Get Book Here
Book Description
Applying an asset-based approach, Multimodal Funds of Knowledge in Literacy prepares educators to teach and support diverse students and their families as they negotiate multimodal aspects of literacy learning. Framed by sociocultural theory, multiliteracies, multimodality, and posthumanism, the text combats deficit narratives by providing concrete alternatives that push educators to rethink their practices and support students’ and families’ cultural and linguistic strengths. Chapters include case studies, vignettes, prompts, and learning samples that will leave readers with valuable insights and new understandings of multimodal funds of knowledge. Comprehensive and instructive, this book is a key text in literacy education, family literacy, and community engagement.
Author: Sally Brown
Publisher: Taylor & Francis
ISBN: 1040150233
Category : Language Arts & Disciplines
Languages : en
Pages : 206
Get Book Here
Book Description
Applying an asset-based approach, Multimodal Funds of Knowledge in Literacy prepares educators to teach and support diverse students and their families as they negotiate multimodal aspects of literacy learning. Framed by sociocultural theory, multiliteracies, multimodality, and posthumanism, the text combats deficit narratives by providing concrete alternatives that push educators to rethink their practices and support students’ and families’ cultural and linguistic strengths. Chapters include case studies, vignettes, prompts, and learning samples that will leave readers with valuable insights and new understandings of multimodal funds of knowledge. Comprehensive and instructive, this book is a key text in literacy education, family literacy, and community engagement.
Author: Norma Gonzalez
Publisher: Routledge
ISBN: 1135614059
Category : Education
Languages : en
Pages : 332
Get Book Here
Book Description
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Author: Moisès Esteban-Guitart
Publisher: Cambridge University Press
ISBN: 1107147115
Category : Education
Languages : en
Pages : 151
Get Book Here
Book Description
This book provides an invaluable resource for researchers who wish to improve education by bridging students, school, family, and community resources. Based in connecting experiences in and out of school, it suggests a strategy to put students' practices, cultures, and identities in the center of a twenty-first-century education.
Author: Sally Brown
Publisher: Routledge
ISBN: 9781032380209
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
This book prepares educators to teach and support diverse students and their families as they negotiate multimodal aspects of literacy. Framed by sociocultural theory, multiliteracies, multimodality, and posthumanism, this book provides concrete alternatives support students' and families' cultural strengths.
Author: Moisés Esteban-Guitart
Publisher: Taylor & Francis
ISBN: 1000913449
Category : Education
Languages : en
Pages : 173
Get Book Here
Book Description
This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice, antiracism, and culturally sustaining pedagogies. Edited by one of the premier international voices for the funds of knowledge approach, and in particular funds of identity theory, chapters foreground first-hand, participatory, research-practice experiences with learners, schools, and local communities. These experiences demonstrate the positive, social-justice inspired pedagogical actions that result in, and reveal, powerful possibilities for a decolonialised, antiracist praxis that aims to eradicate deficit thinking in education. Further, the inclusion of voices that are typically "othered" in the construction and distribution of academic knowledge make this a seminal volume in the field. Ultimately, the volume will be of interest to scholars, students, and researchers working in the sociology of education, psychology of education, and those specifically dealing with antiracism, decolonialism, and equity within education.
Author: Sally Brown
Publisher: Channel View Publications
ISBN: 1800412371
Category : Education
Languages : en
Pages : 297
Get Book Here
Book Description
This book presents research focused on young emergent bilingual children’s multimodal meaning-making processes in diverse cultural and linguistic settings. Chapters draw on a range of theoretical frameworks and expand on traditional notions of literacy, especially for students who are working to learn English as a new language. The insights into original research studies will help readers understand the many avenues that one can take as a practitioner in order to ensure that student assets are built upon to promote positive literate identities and learning experiences and, ultimately, to promote literacy success for diverse learners. Each chapter includes practical pedagogical recommendations and implications for teachers that can immediately be applied to classrooms, making the book an essential resource for using multiple modes to teach literacy with diverse student populations.
Author: Jungwoo Ryoo
Publisher: Springer Nature
ISBN: 303058948X
Category : Social Science
Languages : en
Pages : 148
Get Book Here
Book Description
As explored in this open access book, higher education in STEM fields is influenced by many factors, including education research, government and school policies, financial considerations, technology limitations, and acceptance of innovations by faculty and students. In 2018, Drs. Ryoo and Winkelmann explored the opportunities, challenges, and future research initiatives of innovative learning environments (ILEs) in higher education STEM disciplines in their pioneering project: eXploring the Future of Innovative Learning Environments (X-FILEs). Workshop participants evaluated four main ILE categories: personalized and adaptive learning, multimodal learning formats, cross/extended reality (XR), and artificial intelligence (AI) and machine learning (ML). This open access book gathers the perspectives expressed during the X-FILEs workshop and its follow-up activities. It is designed to help inform education policy makers, researchers, developers, and practitioners about the adoption and implementation of ILEs in higher education.
Author: Suzanne M. Miller
Publisher: Routledge
ISBN: 1136637796
Category : Education
Languages : en
Pages : 191
Get Book Here
Book Description
Taking a close look at multimodal composing as an essential new literacy in schools, this volume draws from contextualized case studies across educational contexts to provide detailed portraits of teachers and students at work in classrooms. Authors elaborate key issues in transforming classrooms with student multimodal composing, including changes in teachers, teaching, and learning. Six action principles for teaching for embodied learning through multimodal composing are presented and explained. The rich illustrations of practice encourage both discussion of practical challenges and dilemmas and conceptualization beyond the specific cases. Historically, issues in New Literacy Studies, multimodality, new literacies, and multiliteracies have primarily been addressed theoretically, promoting a shift in educators’ thinking about what constitutes literacy teaching and learning in a world no longer bounded by print text only. Such theory is necessary (and beneficial for re-thinking practices). What Multimodal Composing in Classrooms contributes to this scholarship are the voices of teachers and students talking about changing practices in real classrooms.
Author: Carey Jewitt
Publisher: New Literacies and Digital Epistemologies
ISBN: 9780820452241
Category : Alphabétisation
Languages : en
Pages : 0
Get Book Here
Book Description
Multimodal Literacy challenges dominant ideas around language, learning, and representation. Using a rich variety of examples, it shows the range of representational and communicational modes involved in learning through image, animated movement, writing, speech, gesture, or gaze. The effect of these modes on learning is explored in different sites including formal learning across the curriculum in primary, secondary, and higher education classrooms, as well as learning in the home. The notion of literacy and learning as a primary linguistic accomplishment is questioned in favor of the multimodal character of learning and literacy. By illustrating how a range of modes contributes to the shaping of knowledge and what it means to be a learner, Multimodal Literacy provides a multimodal framework and conceptual tools for a fundamental rethinking of literacy and learning.
Author: Mary B. McVee
Publisher: Routledge
ISBN: 1317458478
Category : Language Arts & Disciplines
Languages : en
Pages : 143
Get Book Here
Book Description
Exploring Diversity through Multimodality, Narrative, and Dialogue awakens educators to the ways in which values, beliefs, language use, culture, identity, social class, race, and other factors filter approaches to teaching and expectations for students. Designed as a guide to help educators engage in dialogic interactions, the text articulates a theoretically grounded and research-based framework related to the use of personal narratives as learning tools. Educators are encouraged to consider their own positions, explore topics of diversity and social justice, and identify ways to better address student needs. Drawing on theories from multiliteracies, multimodality, embodiment, and narrative, chapters are framed around book discussions and the use of personal narrative to define and provide examples of dialogic interactions. Unique to this book is its focus on embodied learning and multimodality as well as myriad artifacts produced by educators; listening, not just dialogic talk; writing (both traditional print texts and multimodal composition) that supports dialogic interaction; and not merely responding to literature but developing empathic responses to texts, students, and others whose opinions may differ from one’s own viewpoints. The specific techniques and approaches presented can be used within educational and professional development settings to help readers enhance their journey toward greater awareness of others and of their own beliefs and experiences that lead toward social justice for all.
