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Using Multiliteracies and Multimodalities to Support Young Children's Learning

by Marie Charles and Bill Boyle SAGE Publications Ltd
Pub Date:
05/2014
ISBN:
9781446273333
Format:
Hbk 160 pages
Price:
AU$192.00 NZ$197.39
Product Status: Available in Approx 14 days
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Available as eBook
AU$72.00 | NZ$81.30

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Literacy is a core and complex part of young children's learning, and can be difficult to teach. An exploration of approaches to teaching through multiliteracies, this text helps trainee and practising teachers understand and support learners to enable development of their reading and writing skills. Grounded in classroom practice, this practical book shows you how to scaffold children and rsquo;s literacy using creative and supportive methods, thus avoiding the and lsquo;one size fits all and rsquo; approach. It offers teaching strategies for Multiliteracies (fiction, expository/instructions, poetry, recount) and Multimodalities (reading, writing, speaking, listening, performing, illustrating) and helps to develop a relationship between teacher and learner. Chapter topics include: Socio-dramatic play Collaboration Guided group teaching strategies Integration of genres. Marie Charles is a Senior Researcher at Centre for Formative Assessment Studies (CFAS) in the School of Education, University of Manchester. Professor Bill Boyle is Director of CFAS in the School of Education, Manchester University.

Using socio-dramatic play to support a beginning writer
How collaboration develops early years writing skills
The importance of multimodality and multiliteracies in developing young communicators
Using Big Books as visual literacies to support emergent writers
How a guided group teaching strategy can support emerging writers
An analysis of a guided group's story writing
Introducing Early Years children to the importance of non-fiction for their writing development
The integration of genres (narrative to non-fiction) within a formative pedagogy
Concluding thoughts

'This is a timely book that effectively challenges the current emphasis on a homogeneous approach to teaching, learning, and assessment in early literacy. It encourages us to engage with the real world complexity of young children and rsquo;s learning and offers a series of rich and detailed examples of this in practice.' Sally Neaum
Marie Charles is a teacher, formative assessment researcher and conA­sultant and an author whose work demonstrates that she believes pasA­sionately in the learner (rather than measurement or grading) being at the centre of the education process a a belief that she carries into her classroom practice. Professor Bill Boyle holds the chair of Educational Assessment and is Director of the centre for formative assessment studies(CFAS) in the school of Education at the University of Manchester, UK. The CFAs is the oldest research centre(founded 1988) in the UK for supporting teachers, teacher trainers, schools and policy makers in using formative teaching, learning and assessment and is involved in supporting the development of formative assessment in UK and in many countries around the globe. Professor Boyle and his co-author, Marie Charles, publish their research work in academic and practitioner journals, present at international conferences and workshops, and design and support developments in formative teaching, learning and assessment. Currently, they are workA­ing with colleagues in Russia, Armenia, Oman, Saudi Arabia and the USA on understanding, training and using formative strategies for more effecA­tive teaching and learning.