Multimodality in Higher Education

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Multimodality in Higher Education theorizes writing practices and pedagogy from a multimodal perspective. It looks at the theoretical and methodological uptake of multimodal approaches in a range of domains in Higher Education, including art and design, architecture, composition studies, science, management accounting and engineering. Changes in the communication landscape have engendered an increasing recognition of the different semiotic dimensions of representation. Student assignments require increasingly complex multimodal competencies and Higher Education needs to be equipped to students with these texts. Multimodality in Higher Education explores the changing communication landscapes in Higher Education in terms of spaces and texts, as well as new processes of production and creativity in the new media.
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Biographical Note

Arlene Archer, Ph.D. is the co-ordinator of the Writing Centre at the University of Cape Town. Her research employs a multimodal perspective to re-look at key concerns of an ‘academic literacies’ approach to teaching and research in Higher Education.

Esther Odilia Breuer, Ph.D., Cologne University, is Head of the Centre for Writing Competency at that university. Her main research interests lie in writing and the cognitive processes underlying (Foreign Language) writing.

Contributors are: Arlene Archer, Esther Odilia Breuer, Anders Björkvall, Lucia Thesen, Tuomo Hiippala, Lesley Gourlay, Simon Bell, Bronwyn T. Williams, Aditi Hunma, Leo Roehrich, Hesham Alyousef, Peter Mickan, Zach Simpson

Readership

The readership comprises both teachers and students – those interested in the way that academic communication involves different modes, and how different modes are used by students and by teachers for generating meaning – in a first as well as second or foreign language. This also includes researchers of writing and multimodal texts.

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