Reading Images for Knowledge Building PDF Download

Author: J. R. Martin
Publisher:
ISBN: 9780367759216
Category : Science
Languages : en
Pages : 0

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Book Description
"This innovative volume provides a new analytic framework for understanding how meaning-making resources are deployed in images designed for knowledge building in school science. The framework enables analyses of science images from the perspectives of both their complexity and recognizability. Complexity deals with the technical and abstract knowledge of school science (technicality), evaluative dispositions in relation to that knowledge (iconization), and the condensation of the technical and dispositional meanings as 'synoptic eyefuls' in discipline specific infographics (aggregation). Recognizability concerns the relationship between the appearance of phenomena in reality and the re-configuration of this reality in images (congruence), the perceptibility or discernibility of the features and contexts of phenomena in images (explicitness), and how images engage their viewers (affiliation). The framework is illustrated by over 100 images and will inform research into multimodal literacy pedagogy that incorporates an understanding of the role of images in the teaching and learning of school science. This book will be of particular interest to scholars in multimodality, semiotics, literacy education, and science education"--

Author: J.R. Martin
Publisher: Taylor & Francis
ISBN: 1000915468
Category : Language Arts & Disciplines
Languages : en
Pages : 304

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Book Description
This innovative volume provides a new analytic framework for understanding how meaning-making resources are deployed in images designed for knowledge building in school science. The framework enables analyses of science images from the perspectives of both their complexity and recognizability. Complexity deals with the technical and abstract knowledge of school science (technicality), evaluative dispositions in relation to that knowledge (iconization) and the condensation of the technical and dispositional meanings as ‘synoptic eyefuls’ in discipline-specific infographics (aggregation). Recognizability concerns the relationship between the appearance of phenomena in reality and the reconfiguration of this reality in images (congruence), the perceptibility or discernibility of the features and contexts of phenomena in images (explicitness), and how images engage their viewers (affiliation). The framework is illustrated by more than 100 images in colour in the e-book and black and white in the paper version and will inform research into multimodal literacy pedagogy that incorporates an understanding of the role of images in the teaching and learning of school science. This book will be of particular interest to scholars in multimodality, semiotics, literacy education and science education.

Author: E. D. Hirsch
Publisher: Harvard Education Press
ISBN: 1612509541
Category : Education
Languages : en
Pages : 287

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Book Description
In Why Knowledge Matters, E. D. Hirsch, Jr., presents evidence from cognitive science, sociology, and education history to further the argument for a knowledge-based elementary curriculum. Influential scholar Hirsch, author of The Knowledge Deficit, asserts that a carefully planned curriculum that imparts communal knowledge is essential in achieving one of the most fundamental aims and objectives of education: preparing students for lifelong success. Hirsch examines historical and contemporary evidence from the United States and other nations, including France, and affirms that a knowledge-based approach has improved both achievement and equity in schools where it has been instituted. In contrast, educational change of the past several decades in the United States has endorsed a skills-based approach, founded on, Hirsch points out, many incorrect assumptions about child development and how children learn. He recommends new policies that are better aligned with our current understanding of neuroscience, developmental psychology, and social science. The book focuses on six persistent problems that merit the attention of contemporary education reform: the over-testing of students in the name of educational accountability; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum to crowd out history, geography, science, literature, and the arts; the achievement gap between demographic groups; and the reliance on standards, such as the Common Core State Standards, that are not linked to a rigorous curriculum. Why Knowledge Matters makes a clear case for educational innovation and introduces a new generation of American educators to Hirsch’s astute and passionate analysis.

Author: Jane Braunger
Publisher:
ISBN: 9780872075757
Category : Language Arts & Disciplines
Languages : en
Pages : 0

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Book Description
An overview of research-based literacy instruction that explores various instruction methods, the latest on evidence-based research, and the instructional implications of key studies.

Author: Karl Maton
Publisher: Routledge
ISBN: 1317372883
Category : Education
Languages : en
Pages : 283

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Book Description
Education and knowledge have never been more important to society, yet research is segmented by approach, methodology or topic. Legitimation Code Theory or ‘LCT’ extends and integrates insights from Pierre Bourdieu and Basil Bernstein to offer a framework for research and practice that overcomes segmentalism. This book shows how LCT can be used to build knowledge about education and society. Comprising original papers by an international and multidisciplinary group of scholars, Knowledge-building offers the first primer in this fast-growing approach. Through case studies of major research projects, Part I provides practical insights into how LCT can be used to build knowledge by: - enabling dialogue between theory and data in qualitative research - bringing together quantitative and qualitative methodologies in mixed-methods research - relating theory and practice in praxis - conducting interdisciplinary studies with systemic functional linguistics Part II offers a series of studies of pressing issues facing knowledge-building in education and beyond, encompassing: - diverse subject areas, including physics, English, cultural studies, music, and design - educational sites: schooling, vocational education, and higher education - practices of research, curriculum, pedagogy and assessment - both education and informal learning contexts, such as museums and masonic lodges Carefully sequenced and interrelated, these chapters form a coherent collection that gives a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology and linguistics.

Author: Nonie K. Lesaux
Publisher: Heinemann Educational Books
ISBN: 9780325062501
Category : Education
Languages : en
Pages : 0

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Book Description
"What is the very best instruction for English learners? How do we capitalize on and further develop the linguistic knowledge and skill of this segment of society? Nonie Lesaux and Julie Harris are exceedingly well qualified to address these questions. On the cutting edge of EL instruction, their combination of research knowledge and practical experience makes for guidance that can be trusted, and implemented, in classrooms throughout the country." --Nell Duke, Series Editor, University of Michigan In today's linguistically diverse elementary classrooms, research suggests that a universal approach to building academic vocabulary and conceptual knowledge holds huge promise for closing the opportunity gaps among English learners. In Cultivating Knowledge, Building Language, Nonie Lesaux and Julie Harris present a knowledge-based approach to literacy instruction that supports young English learners' development of academic content and vocabulary knowledge and sets them up for reading success

Author: Len Unsworth
Publisher: Routledge
ISBN: 1000531430
Category : Education
Languages : en
Pages : 313

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Book Description
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 students’ 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' disciplinary 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. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Author: Kathy A. Mills
Publisher: Taylor & Francis
ISBN: 1000687082
Category : Language Arts & Disciplines
Languages : en
Pages : 316

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Book Description
The unprecedented rate of global, technological, and societal change calls for a radical, new understanding of literacy. This book offers a nuanced framework for making sense of literacy by addressing knowledge as contextualised, embodied, multimodal, and digitally mediated. In today’s world of technological breakthroughs, social shifts, and rapid changes to the educational landscape, literacy can no longer be understood through established curriculum and static text structures. To prepare teachers, scholars, and researchers for the digital future, the book is organised around three themes – Mind and Materiality; Body and Senses; and Texts and Digital Semiotics – to shape readers’ understanding of literacy. Opening up new interdisciplinary themes, Mills, Unsworth, and Scholes confront emerging issues for next-generation digital literacy practices. The volume helps new and established researchers rethink dynamic changes in the materiality of texts and their implications for the mind and body, and features recommendations for educational and professional practice.

Author: Len Unsworth
Publisher: Springer Nature
ISBN: 3030560473
Category : Science
Languages : en
Pages : 325

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Book Description
This book examines educational semiotics and the representation of knowledge in school science. It discusses the strategic integration of animation in science education. It explores how learning through the creation of science animations takes place, as well as how animation can be used in assessing student’s science learning. Science education animations are ubiquitous in a variety of different online sites, including perhaps the most popularly accessed YouTube site, and are also routinely included as digital augmentations to science textbooks. They are popular with students and teachers and are a prominent feature of contemporary science teaching. The proliferation of various kinds of science animations and the ready accessibility of sophisticated resources for creating them have emphasized the importance of research into various areas: the nature of the semiotic construction of knowledge in the animation design, the development of critical interpretation of available animations, the strategic selection and use of animations to optimize student learning, student creation of science animations, and using animation in assessing student science learning. This book brings together new developments in these research agendas to further multidisciplinary perspectives on research to enhance the design and pedagogic use of animation in school science education. Chapter 1 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

Author: Susan B. Neuman
Publisher: Teachers College Press
ISBN: 0807771880
Category : Education
Languages : en
Pages : 194

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Book Description
" ... A practical guide designed to help early childhood teachers take advantage of the unique opportunity provided by the common core state standards. It offers strategies for planning and presenting vocabulary instruction and for monitoring children's word learning progress, along with helpful appendices that provide specific guidance on which words to teach"--Cover, page [4].