Overview
- Investigates how a nationwide socio-educational policy in Uruguay impacted interaction and learning in an English as a Foreign Language classroom
- Introduces scalar analysis to understand the fractal nature of education policy as meaning-making
- Demonstrates what policy can mean for various stakeholders, as well as students and teachers
Part of the book series: Palgrave Studies in Educational Media (PSEM)
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About this book
This book introduces multimodality and technology as key concepts for understanding learning in the 21st century. The author investigates how a nationwide socio-educational policy in Uruguay becomes recontextualised across time/space scales, impacting interaction and learning in an English as a Foreign Language classroom. The book introduces scalar analysis to better understand the situated and fractal nature of education policy as meaning-making, subsequently defining learning from a multimodal socio-semiotic approach. The analytical integration of different policy scales shows what policy means to various stakeholders, and what learning means for students and teachers. This depends both on how they position themselves and how they engage with the policy educational media. This innovative book will appeal to students and scholars of technology and learning, as well as multimodality.
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Keywords
Table of contents (8 chapters)
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Front Matter
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Back Matter
Reviews
“This book represents a remarkable achievement. It brings the calm of clear, principled discussion to the contemporary turbulence and cacophony of contesting voices and claims in sites of profound social, technological and pedagogic change. It confronts the inordinate complexity of practices, materials, technologies and policies by assembling a powerful, seamlessly integrated, coherent toolkit. It will serve practitioners, greatly advance theory and offer strategies for policy makers in equal measure.” (Gunther Kress, Professor of Semiotics and Education, University College London, UK)
“Germán Canale expands Halliday’s notion of “learning how to mean”, emphasizing learners’ agency as meaning-makers in new school practices of communication and learning. From a multimodal socio-semiotic approach to learning, he proposes new ways to understand semiosis as a situated practice at different scales, challenging us -educators and discourse analysts - to recognize the learning that takes place in classrooms.” (Dominique Manghi H., Profesora Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Chile)
Authors and Affiliations
About the author
Germán Canale is Associate Professor at the Institute of Linguistics in the Faculty of Humanities and Education Sciences at the Universidad de la República, Uruguay.
Bibliographic Information
Book Title: Technology, Multimodality and Learning
Book Subtitle: Analyzing Meaning across Scales
Authors: Germán Canale
Series Title: Palgrave Studies in Educational Media
DOI: https://doi.org/10.1007/978-3-030-21795-2
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2019
Hardcover ISBN: 978-3-030-21794-5Published: 18 September 2019
Softcover ISBN: 978-3-030-21797-6Published: 18 September 2020
eBook ISBN: 978-3-030-21795-2Published: 29 August 2019
Series ISSN: 2662-7361
Series E-ISSN: 2662-737X
Edition Number: 1
Number of Pages: XV, 265
Number of Illustrations: 31 b/w illustrations
Topics: Educational Technology, Discourse Analysis, Language Education, Language Education, Semiotics