Multimodal Literacy in School Science : Transdisciplinary Perspectives on Theory, Research and Pedagogy

"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"-- Provided by publisher Cover Half Title Title Page Copyright Page Table of Contents List of figures List of tables Foreword Preface Acknowledgements Chapter 1: Researching multimodal literacy as core to senior high school biology, chemistry and physics pedagogy 1.1 Introduction 1.2 Foundations of MDL 1.2.1 Verbal language in science 1.2.2 Multimodality in science 1.2.3 The emerging research field of MDL 1.3 Towards an MLISP 1.3.1 Defining and mapping dimensions of pedagogic orientations 1.3.2 Interpreting disciplinary practice and semiotic mediation 1.4 Advancing transdisciplinary research in infused multimodal disciplinary literacies 1.5 Outline of volume References Chapter 2: Language, image and multimodal mediation in scientific research and science learning 2.1 Multimodality in science reasoning and knowledge building 2.1.1 School learning as induction into science literacy practices 2.1.2 Disciplinary literacy as multimodal 2.1.3 Disciplinary literacy through participation in practice 2.1.4 Genre-based disciplinary literacy research 2.2 Supporting multimodal literacies in the science classroom 2.2.1 Argumentation 2.2.2 Visualization 2.2.3 Modelling 2.3 In summary References Chapter 3: Distinguishing multimodal disciplinary literacy in school science 3.1 Introduction 3.2 Disciplinary literacy 3.3 Distinctions amongst the disciplinary literacies of biology, chemistry and physics 3.4 Differentiating multimodality in the literacies of biology, chemistry and physics 3.5 Metalanguage: describing the meaning-making resources of language and image 3.6 Negotiating knowledge building: shunting between ‘everyday’ and disciplinary discourse 3.7 Conclusion References Chapter 4: Contextualizing the conditions for multimodal literacy practices in senior high school science 4.1 Introduction 4.2 The complexity of literacy practices at the senior level 4.2.1 Complexity in learning biology 4.2.2 Complexity in learning physics and astronomy 4.2.3 Complexity in learning chemistry 4.2.4 Developing representational competence 4.3 The contextual challenges for developing multimodal disciplinary literacies in senior science classes 4.3.1 Working with teachers in the M3S project 4.3.2 Prior knowledge and disciplinary literacy skills of students 4.3.3 Teachers’ disciplinary literacy knowledge and perspectives 4.3.4 Language issues with special groups 4.3.5 The influence of high-stakes assessment regimes 4.3.6 The role of assessment in shaping disciplinary literacy practices 4.3.7 Developing pedagogies to support multimodal disciplinary literacy References Chapter 5: Teaching and learning practices for multimodal literacy in science education 5.1 Introduction 5.2 Mapping pedagogies in science education and literacy research 5.3 Situated perspectives: foundational models of guided inquiry 5.3.1 Classroom interaction strategies in guided inquiry 5.3.2 Reading strategies in guided inquiry 5.3.3 Writing strategies in guided inquiry 5.4 Towards multimodal disciplinary literacy: representational construction 5.5 Expert guidance perspectives: integrating explicit instruction through metalanguage 5.5.1 The TLC 5.5.2 The R2L model 5.6 Going forward: transdisciplinary research and pedagogic development 5.7 Conclusion References Chapter 6: A framework for infused multimodal disciplinary literacy in school science 6.1 Introduction 6.2 A framework for MLISP 6.2.1 Semiotic mediation as core to the construction and communication of scientific knowledge 6.2.2 Guided inquiry 6.2.3 A pedagogy of synthesis between multimodal disciplinary literacy and scientific practices 6.2.4 Teacher demonstration and guidance within the network of classroom interaction 6.2.5 Metalanguage and developing metarepresentational competence 6.3 Multimodal representational proficiency and student achievement in summative science assessments 6.3.1 Student responses to short-answer examination questions 6.3.2 Comparing the short-answer examination responses by high and mid-achieving students 6.3.3 Enhancing students’ multimodal demonstration of scientific knowledge through developing metarepresentational competence References Chapter 7: Multimodal disciplinary literacy in the senior biology classroom 7.1 Introduction 7.2 Using representations to introduce the field of knowledge 7.2.1 Moving from everyday to discipline-specific language during orientation to the field 7.2.2 Transitioning to discipline-specific language in an orientation to protein synthesis 7.2.3 Working with combined genres to build knowledge of disciplinary language patterns 7.3 Building field knowledge through deconstruction of representations 7.3.1 Knowledge building through deconstructing representations of mitosis and meiosis 7.3.2 Knowledge building through deconstructing representations of genes and DNA 7.3.3 Learning about the limitations of representations through deconstruction 7.4 Extending field knowledge through joint and independent construction 7.4.1 Joint and independent construction on mitosis and meiosis 7.4.2 Joint and independent construction on natural selection 7.4.3 Peer joint construction 7.4.4 Independent construction 7.5 Developing a metalanguage 7.6 Conclusion References Chapter 8: Multimodal disciplinary literacy in the senior physics classroom 8.1 Introduction 8.2 Literacy demands of senior school physics 8.3 Case studies of multimodal disciplinary literacy practices 8.3.1 Modelling electric circuits 8.3.2 Joint construction of a causal explanation 8.3.3 Building graphical literacy in a kinematics topic 8.4 Discussion 8.4.1 Establishing a metalanguage References Chapter 9: Multimodal disciplinary literacy in the senior chemistry classroom 9.1 Introduction 9.2 Solution chemistry 9.2.1 Activity 1: practical demonstration and exploration (dilution and concentration) 9.2.2 Activity 2: CPO model 9.2.3 Multimodal representations as mediating tools for chemistry literacy 9.3 The mole 9.3.1 Demonstration and calculation of chemical equivalence 9.3.2 Activity: ‘the mole is 6’ 9.3.3 Multimodal representations as mediating tools for chemistry literacy: the mole 9.4 Chemical literacy References Chapter 10: Design-based research and teacher professional learning about multimodal literacy 10.1 Introduction 10.2 Case study 1: Riya – a senior high school biology teacher 10.2.1 Riya’s initial participation and perspectives 10.2.2 Joint construction of written sequential explanations 10.2.3 Modelling of the use of relative pronouns in short-answer responses 10.2.4 Working with students across modes of representations 10.3 Case study 2: Carmela – a senior high school chemistry teacher 10.3.1 Carmela’s contribution to analyzing chemistry research posters 10.3.2 Developing a bridging metalanguage for classroom use 10.3.3 Sharing the metalanguage with teachers and senior students 10.4 Case study 3: Paolo – a senior high school physics teacher 10.4.1 Paolo’s use of multimodal representations as mediating tools 10.4.2 Modelling language of research posters 10.5 Conclusion References Chapter 11: Student engagement in science learning through multimodal disciplinary literacy 11.1 Introduction 11.2 Dialogue through deconstruction of text 11.3 Dialogue through joint construction of text 11.4 Dialogue after the independent construction of text 11.5. Dialogue through comparing texts 11.6. Dialogue through cross-mode recasting 11.7 Conclusion References Chapter 12: Advancing multimodal literacy transdisciplinary research and teaching 12.1 Introduction 12.2 Infographics – constructing meaning through image-language integration 12.2.1 Deployment of image and language in infographic design 12.2.2 Student coordination of image and language in infographic representations 12.3 Evolving dimensions of animation and novel contexts for transduction of meaning 12.3.1 Transduction in science learning and teaching 12.3.2 Animation and transduction in the digital multimodal discourse of science education 12.4 Further developments References Index 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.