| Description |
1 online resource (xi, 156 pages) : illustrations |
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text file PDF |
| Physical Medium |
polychrome |
| Summary |
Literacy research has focused increasingly on the social, cultural, and material remaking of human communication. Such research has generated new knowledge about the diverse and interconnected modes and media through which people can and do make meaning and opened up definitions of literacy to include image, gaze, gesture, print, speech, and music. And yet, despite all of the attention to multimodality, questions remain that are fundamental to why multimodal literacy might matter to people and their communities. How, for instance, might multimodal literacy be implicated in wellbeing? And what of the little-researched sonic in multimodal ensembles? For centuries singing, as a basic form of human communication and tool for teaching and learning, has been used to share knowledge and pass on understandings of the world from one generation to another. What, however, are the implications of singing and its effects on people's prospects for learning and making meaning together? In this thought-provoking book, the authors explore notions of wellbeing and what is created when skipped generations are brought together through singing-infused multimodal, intergenerational curricula. They argue for the import of singing as a multimodal literacy practice and unite theoretical ideas, practical tools, and empirical research findings from a ground-breaking seven-year study of intergenerational singing in multimodal curricula. Educators and researchers alike will find in the pages of this interdisciplinary book responses to the question of why multimodal literacy might matter and a sample curriculum designed to foster the expansion of people's literacy and identity options across the lifespan. |
| Bibliography |
Includes bibliographical references (pages 139-150) and index. |
| Contents |
TABLE OF CONTENTS; FOREWORD; ACKNOWLEDGEMENTS; CHAPTER 1: INTRODUCTION; THE POINT OF DEPARTURE FOR WHY MULTIMODAL LITERACY MATTERS; WELLBEING, LITERACY, AND SINGING: LITERATURE CONNECTIONS; Wellbeing; Multimodal Literacy and Wellbeing; Conceptualizing Singing; NOTES; CHAPTER 2: INTERGENERATIONAL MULTIMODAL SINGING-INFUSED CURRICULUM; INTERGENERATIONAL CONTACT AND INTERGENERATIONAL PROGRAMS; Rachel's Ghost Song; Susan's Grandfather's Songs; Intergenerational Learning Programs; Intergenerational Contact; The Affordances of Intergenerational Learning Programs; FOUNDATIONS FOR THE CURRICULUM. |
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Singing and Elders and Young ChildrenSinging and Childhood; Singing, Active Ageing, and Generativity in Adulthood; Intergenerational and Shared Singing Curricula; THE STUDY; Methodology and Data Collection; THE SCENE OF THE PROGRAM; NOTE; CHAPTER 3: THE CURRICULUM; THE LESSONS; Lesson One: Songs in Our Heads; Learning Opportunities; Materials; Tips; Overview of Parts of the Lesson; Setting up the Stage for Community Building; The Catalyst; Explicit Instruction, Modelling, and Support; Working on the Project; Closure Part I; Closure Part II; Lesson Two: Songs in our Hearts. |
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Learning OpportunitiesMaterials; Tips; Setting the Stage for Community Building; The Catalyst; Explicit Instruction, Modelling, and Support; Working on the Project; Sustained Singing; Closure; Lesson Three. Being Together Makes Me Sing.; Learning Opportunities; Materials; Tips; Setting the Scene for Community Building; The Catalyst; Explicit Instruction, Modelling, and Support; Working on the Project; Sustained Singing; Closure; Lesson Four: Teaching You About Me; Learning Opportunities; Materials; Tips; Setting the Stage for Community Building; The Catalyst. |
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Explicit Instruction, Modelling, and SupportWorking on the Project; Sustained Singing; Lesson Five: Singing I Spy; Learning Opportunities; Materials; Tips; Setting the Stage for Community Building; The Catalyst; Explicit Instruction, Modelling, and Support; Working on the Project; Sustained Opportunities for Singing; Lesson Six: My Neighbourhood Sings; Learning Opportunities; Materials; Tips; Setting the Stage for Community Building; The Catalyst; Explicit Instruction, Modelling, and Support; Sustained Opportunities for Singing; Lesson Seven: Songs of Us for the World; Learning Opportunities. |
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MaterialsTips; Setting the Stage for Community Building; The Catalyst; Explicit Instruction, Modelling, and Support; Working on the Project; Sustained Opportunities for Singing; Closure; NOTE; CHAPTER 4: TOWARDS A (RE)CONCEPTUALIZATION OF WELLBEING THROUGH SINGING-INFUSED MULTIMODAL, INTERGENERATIONAL CURRICULUM; AFFORDANCES AND CONSTRAINTS OF THE CURRICULUM; Gathering for Class; Singing to Gather; Singing a Known Song; Catalyst and Support; Sustained Opportunities to Work on Visual Texts; Opportunities to Focus on Singing; REVISITING WELLBEING; REFERENCES; INDEX. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Education.
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Education. |
| Genre/Form |
Electronic books.
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| Added Author |
O'Neill, Susan, author.
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| Other Form: |
Print version: Heydon, Rachel. Why multimodal literacy matters. Rotterdam ; Boston : Sense Publishers, [2016] 9463007067 (OCoLC)961410106 |
| ISBN |
9789463007085 (electronic book) |
|
9463007083 (electronic book) |
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9789463007061 (paperback) |
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9463007067 (paperback) |
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9789463007078 (hardback) |
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9463007075 (hardback) |
| Standard No. |
10.1007/978-94-6300-708-5 |
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