About the Book
The concept of 'Multiliteracies' has gained increasing influence since it was coined by the New London Group in 1994. This collection edited by two of the original members of the group brings together a representative range of authors, each of whom has been involved in the application of the pedagogy of Multiliteracies.
Table of Contents:
1. The Things You Do to Know: An Introduction to the Pedagogy of Multiliteracies; Bill Cope and Mary Kalantzis 2. Digital Resources, Reflexive Pedagogy, and Empowered Learning; Sandra Schamroth Abrams 3. Learning by Design: A Greek Narrative of Collective Professional Learning; Eugenia Arvanitis and Chryssi Vitsilaki 4. A Learning by Design Journey; Murray Bruce, Prue Gill, Shane Gorman, Sue Gorman, Peter Henry, Robyn Kiddy and Rita van Haren 5. Integrating by Design: Multimodality, 21st Century Skills and Subject Area Knowledge; Anne Cloonan 6. Designing Think Trails: Using the Multiliteracies Pedagogy to Reshape Academic Knowledge into Clinical Competence; Marion Drew and Kathleen Stoop 7. Co-Constructed by Design: The Interplay of 'Knowledge Processes' in a Fluid Cloud Curriculum; Kathryn Hibbert, Mary Ott and Luigi Iannacci 8. Implementing Learning by Design: Teachers' Reflections; Denice Ward Hood 9. The Learning by Design Framework for School and Out of School Contexts: Research Experiences and Perspectives; Pierpaolo Limone and Rosaria Pace 10. Doing Digital Composition on the Social Web: Knowledge Processes in Literacy Learning; Kathy A. Mills 11. Learning by Design: Reconstructing Knowledge Processes in Teaching and Learning Practices; Walkyria Monte Mor 12. Improving Multimodal Literacy through Learning by Design; Mary Neville 13. Digital Lifeworlds and Designers of Literacy Practices in Malaysian Schools; Ambigapathy Pandian and Shanthi Balraj 14. Examining the 'Tools of the Trade': A Learning by Design Approach to Materials Analysis and Materials Evaluation; Luke Rowland 15. Engaging Learner Diversity through Learning by Design; Rita van Haren 16. Pedagogical Prompts: Designing Experiences to Promote Deep Learning; Nicola Yelland
About the Author :
Sandra Schamroth Abrams, St. John's University in New York, USA Eugenia Arvanitis, University of Patras, Greece Shanthi Balraj Baboo, Universiti Sains Malaysia, Penang, Malaysia Murray Bruce, Independent Scholar Anne Cloonan, Deakin University, Australia Bill Cope, University of Illinois, USA Marion Drew, University of the Witwatersrand, Johannesburg, South Africa Prue Gill, Lanyon High School, Canberra, Australia Shane Gorman, Bonython Primary School, Canberra, Australia Sue Gorman, Gordon Primary School, Canberra, Australia Peter Henry, Independent Scholar Kathryn Hibbert, Western University, London, Canada Robyn Kiddy, Bonython Primary School, Canberra, Australia Denice Ward Hood, University of Illinois, USA Luigi Iannacci, Trent University, Canada Mary Kalantzis, University of Illinois, USA Pierpaolo Limone, University of Foggia, Italy Kathy A. Mills, Queensland University of Technology, Australia Walkyria Monte Mor, University of Sao Paulo, Brazil Mary Neville, Independent Scholar Mary Ott, Thames Valley District School Board, London, Canada Rosaria Pace, University of Foggia, Italy Ambigapathy Pandian, Universiti Sains Malaysia, Penang, Malaysia Luke Rowland, Doshisha University, Kyoto, Japan Kathleen Stoop, Independent Scholar Rita van Haren, Common Ground Publishing, USA Chryssi Vitsilaki, University of the Aegean, Rhodes, Greece Nicola Yelland, Victoria University, Melbourne Australia
