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Learning: Research and Practice Volume 10, 2024 - Issue 1
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Book Reviews

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

by Len Unsworth, Russell Tytler, Lisl Fenwick, Sally Humphrey, Paul Chandler, Michele Herrington, Lam Pham, 2022, Imprint Routledge, London, 286 pp, ISBN 9781003150718 (e-bk)

Fitri Agustina English Language Education Study Program, Faculty of Language and Literature Education, Universitas Pendidikan Indonesia, Bandung, IndonesiaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-7566-3533
ORCID Icon,
Herawati Maulanab Department of Mathematics and Natural Sciences, Universitas Pendidikan Indonesia,Bandung, IndonesiaORCID Iconhttps://orcid.org/0000-0003-0976-8668
ORCID Icon &
Sahriani Sahrianib Department of Mathematics and Natural Sciences, Universitas Pendidikan Indonesia,Bandung, IndonesiaORCID Iconhttps://orcid.org/0000-0002-2792-6589
ORCID Icon
Pages 113-116 | Received 14 Aug 2023, Accepted 16 Oct 2023, Published online: 07 Nov 2023

References

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  • Ainsworth, S. (2008). The Educational Value of multiple-representations when learning complex scientific concepts. In J. K. Gilbert (Ed.), Visualization: Theory and practice in science education (pp. 191–208). https://doi.org/10.1007/978-1-4020-5267-5_9
  • Airey, J., & Linder, C. (2009). A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes. Journal of Research in Science Teaching, 46(1), 27–49. https://doi.org/10.1002/tea.20265
  • Childs, P. E., Markic, S., & Ryan, M. C. (2015). The role of language in the teaching and learning of chemistry. In J. García-Martínez & E. Serrano-Torregrosa (Eds.), Chemistry education: Best practices, opportunities and Trends, first edition (pp. 421–446). https://doi.org/10.1002/9783527679300.ch17
  • Gibbons, P. (2018). Bridging discourses in the ESL classroom: Students, teachers, and researchers. Bloomsbury Publishing.
  • Grifenhagen, J. F., & Barnes, E. M. (2022). Reimagining discourse in the classroom. The Reading Teacher, 75(6), 739–748. https://doi.org/10.1002/trtr.2108
  • Johnstone, A. H. (1991). Why is chemistry difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7(1), 75–83. https://doi.org/10.1111/j.1365-2729.1991.tb00230.x
  • Kozma, R. B., & Russell, J. (1997). Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena. Journal of Research in Science Teaching, 34(9), 949–968. https://doi.org/10.1002/(SICI)1098-2736(199711)34:9<949:AID-TEA7>3.0.CO;2-U
  • Kozma, R. B., & Russell, J. (2005). Students becoming chemists: Developing representational competence. In K. G. John (Ed.), Visualization in science education (pp. 121–146). https://doi.org/10.1007/1-4020-3613-2_8
  • Macnaught, L., Maton, K., Martin, J. R., & Matruglio, E. (2013). Jointly constructing semantic waves: Implications for teacher training. Linguistics and Education, 24(1), 50–63. https://doi.org/10.1016/j.linged.2012.11.008
  • Tang, K. S., & Moje, E. B. (2010). Relating multimodal representations to the literacies of science. Research in Science Education, 40(1), 81–85. https://doi.org/10.1007/s11165-009-9158-5
  • Unsworth, L., Tytler, R., Fenwick, L., Humphrey, S., Chandler, P., Herrington, M., & Pham, L. (2022). Multimodal literacy in school science: Transdisciplinary perspectives on theory, Research, and pedagogy (1st ed.). Routledge. https://doi.org/10.4324/9781003150718
  • Yeo, J., & Wendy, N. (2020). Multimodal science teaching and learning. Learning: Research and Practice, 6(1), 1–4. https://doi.org/10.1080/23735082.2020.1752043

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