MARC details
| 000 -LEADER |
|---|
| fixed length control field |
03978nam a2200265Ia 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20190118113534.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
181219s9999 xx 000 0 und d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780807754719 |
| 028 ## - DISTRIBUTOR NAME |
|---|
| Distributor Name |
: International Book Distrubutors |
| Distributor address |
.-Flat No 17, Prakash Apartments 5 Ansari Road daryaganj New Delhi 110002 |
| Bill Number |
112992 |
| Bill Date |
30/11/2018 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
370.115 SER |
| Edition number |
23 |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Serafini, Frank |
| 245 ## - TITLE STATEMENT |
|---|
| Title |
Reading the visual |
| Remainder of title |
:an introduction to teaching multimodal literacy |
| Statement of responsibility, etc |
/Frank Serafini |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication, distribution, etc |
, New York |
| Name of publisher, distributor, etc |
:Teachers College Press, |
| Date of publication, distribution, etc |
,2014 |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
: xiii,189 pages |
| Dimensions |
; 24cm. |
| 365 ## - TRADE PRICE |
|---|
| Price amount |
2592.00 |
| 490 ## - SERIES STATEMENT |
|---|
| Series statement |
.- Language and literacy series (New York, N.Y.) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Contents note |
Introduction -- A multimodal world -- Why teachers and literacy educators should read this book -- What influenced me to write this book -- How this book is organized -- Part I: theoretical and instructional foundations -- 1. Multimodal ensembles -- So what exactly is a multimodal ensemble? -- Text, image, and design -- How modes work -- Multimodal or multimedia -- The discovery of the obvious -- Why should educators care about multimodal texts? -- Concluding remarks -- 2. Visual literacy, media literacy, and multiliteracies -- Defining literacy -- Visual literacy -- Media literacy -- Multiliteracies -- Concluding remarks -- 3. Foundational processes -- Foundational processes -- Perception -- Representation -- Interpretation -- Ideology -- Frameworks for interpreting visual images and multimodal ensembles -- Concluding remarks -- 4. Understanding multimodality -- Multimodality -- Sociocultural dimensions of multimodality -- Research on multimodality -- Essential aspects of multimodality -- Concluding remarks -- 5. Elements of art, design, and visual composition -- Elements of visual art -- Elements of multimodal ensembles -- Elements of visual grammar -- Concluding remarks -- Part II: curricular frameworks and pedagogical approaches -- 6. Picturebooks and picturebook theories -- Defining the picturebook -- Elements of picturebooks -- Picturebook codes -- Text-image relationships -- Art and the picturebook -- Postmodern influences on the picturebook -- Concluding remarks -- 7. Exploring multimodal ensembles: an example -- Piggybook from a perceptual analytical perspective -- Piggybook from a structural analytical perspective -- Piggybook from an ideological analytical perspective -- Concluding remarks -- 8. Curricular and pedagogical frameworks -- A curricular framework -- Defining units of study -- An instructional template -- Concluding remarks -- Part III: units of study -- Exploring postmodern picturebooks -- Exploring wordless picturebooks -- Exploring historical fiction picturebooks -- Exploring informational picturebooks -- Exploring illustrated novels -- Exploring graphic novels, comics, and cartoons -- Exploring advertisements -- Exploring news reports -- Exploring film -- Exploring digital media -- Epilogue: to see or not to see -- Developing and enlightened eye with our students -- Words and pictures and something in between -- Interpretation and representation -- The journey continues. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc |
This is an essential introduction that focuses on what teachers should know about multimodal literacy and how to teach it. This book provides theoretical, curricular, and pedagogical frameworks for teaching a wide-range of visual and multimodal texts, including historical fiction, picture books, advertisements, websites, comics, graphic novels, news reports, and film. Each unit of study presented contains suggestions for selecting cornerstone texts and visual images and launching the unit, as well as lesson plans, text sets, and analysis guides. These units are designed to be readily adapted to fit the needs of a variety of settings and grade levels |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Education |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Literacy -- Philosophy. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Visual learning. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Visuelles Lernen |
| 655 ## - INDEX TERM--GENRE/FORM |
|---|
| Non-focus term |
Education |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Koha item type |
Books |
