東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Multimodal Literacy: Journey Through...

Thomson, Catherine Todd.

FindBook

Google Book

Amazon

博客來

Multimodal Literacy: Journey Through the Collaborative Transmediation of Wordless Picturebooks.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Multimodal Literacy: Journey Through the Collaborative Transmediation of Wordless Picturebooks./
作者:	Thomson, Catherine Todd.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	228 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10623322
ISBN:	9780355409352

Multimodal Literacy: Journey Through the Collaborative Transmediation of Wordless Picturebooks.
Thomson, Catherine Todd.

Multimodal Literacy: Journey Through the Collaborative Transmediation of Wordless Picturebooks. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 228 p.

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)--Old Dominion University, 2017.

With a shift towards 21st century literacy practices and a greater variety of literature, the mere definitions of literacy and text are shifting. The focus on traditional text that heavily relies on words and supporting pictures to convey meaning has changed to text of multiple modes. Teachers are now charged with fostering new skills in students in order to help them engage with these texts effectively and to allow them to make meaning of the multimodal texts that surround them (Siegel, 2006).

ISBN: 9780355409352Subjects--Topical Terms:

2122756
Reading instruction.

Multimodal Literacy: Journey Through the Collaborative Transmediation of Wordless Picturebooks.
LDR:03290nmm a2200325 4500 001 2204225
005 20190709084845.5
008 201008s2017 ||||||||||||||||| ||eng d
020 $a 9780355409352
035 $a (MiAaPQ)AAI10623322
035 $a (MiAaPQ)odu:10538
035 $a AAI10623322
040 $a MiAaPQ $c MiAaPQ
100 1 $a Thomson, Catherine Todd. $0 (orcid)0000-0002-7070-6792 $3 3431060
245 1 0 $a Multimodal Literacy: Journey Through the Collaborative Transmediation of Wordless Picturebooks.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 228 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Advisers: Judith Dunkerly Bean; Kristine Sunday.
502 $a Thesis (Ph.D.)--Old Dominion University, 2017.
520 $a With a shift towards 21st century literacy practices and a greater variety of literature, the mere definitions of literacy and text are shifting. The focus on traditional text that heavily relies on words and supporting pictures to convey meaning has changed to text of multiple modes. Teachers are now charged with fostering new skills in students in order to help them engage with these texts effectively and to allow them to make meaning of the multimodal texts that surround them (Siegel, 2006).
520 $a In this qualitative case study, the primary investigator assumed a dual role as the classroom teacher and researcher in order to examine the meaning-making process and find trends in students' learning, particularly in the context of a social constructivist learning environment. The study examined a group of ten first graders in an independent school setting as they explored and constructed meaning of the wordless picturebook, Trainstop, by Barbara Lehman. This genre offered an opportunity to examine meaning-making without the constraints of decoding and interpreting written text (Serafini, 2014). Students were asked to collaboratively read the book and transmediate their meanings by creating a digital book with the iPad application, Book Creator. This afforded them a means to create collaborative versions of this story on a multimodal platform.
520 $a Data collection included video recordings of student exchanges through the processes of reading, rereading, and then creating their meaning in the form of their digital book. Video transcriptions, researcher's notes and reflections, as well as the final digital books were examined for paths of meaning-making and collaborative exchanges. The findings show how each pair approached the text differently, assumed distinctive roles, and used a blend of modes in order to make meaning of the wordless picturebook. Students collaborated to navigate, interpret, interrogate, and design their stories (Serafini, 2012), but this process also highlighted how the collaborative environment provided a means to discover performative meaning in their stories. As they blended their transactions to create a collaborative poem, these modes of reading translated into modes of creating without losing this performative nature.
590 $a School code: 0418.
650 4 $a Reading instruction. $3 2122756
650 4 $a Elementary education. $3 641385
690 $a 0535
690 $a 0524
710 2 $a Old Dominion University. $b Curriculum and Instruction. $3 3176450
773 0 $t Dissertation Abstracts International $g 79-02A(E).
790 $a 0418
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10623322