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Critical praxis, design and reflection literacy: A lesson in multimodality

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Critical praxis, design and reflection literacy: A lesson in multimodality. / Potts, Diane.
Bilingual learners and social equity: Critical approaches to systemic functional linguistics. ed. / Ruth Harman. Cham: Springer International Publishing AG, 2018. p. 201-224 (Educational Linguistics; Vol. 33).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

Harvard

Potts, D 2018, Critical praxis, design and reflection literacy: A lesson in multimodality. in R Harman (ed.), Bilingual learners and social equity: Critical approaches to systemic functional linguistics. Educational Linguistics, vol. 33, Springer International Publishing AG, Cham, pp. 201-224. https://doi.org/10.1007/978-3-319-60953-9_10

APA

Potts, D. (2018). Critical praxis, design and reflection literacy: A lesson in multimodality. In R. Harman (Ed.), Bilingual learners and social equity: Critical approaches to systemic functional linguistics (pp. 201-224). (Educational Linguistics; Vol. 33). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-60953-9_10

Vancouver

Potts D. Critical praxis, design and reflection literacy: A lesson in multimodality. In Harman R, editor, Bilingual learners and social equity: Critical approaches to systemic functional linguistics. Cham: Springer International Publishing AG. 2018. p. 201-224. (Educational Linguistics). doi: 10.1007/978-3-319-60953-9_10

Author

Potts, Diane. / Critical praxis, design and reflection literacy : A lesson in multimodality. Bilingual learners and social equity: Critical approaches to systemic functional linguistics. editor / Ruth Harman. Cham : Springer International Publishing AG, 2018. pp. 201-224 (Educational Linguistics).

Bibtex

@inbook{b5e9bb8f2262496e9c077aafe7710eec,
title = "Critical praxis, design and reflection literacy: A lesson in multimodality",
abstract = "In this chapter, I explore a critical praxis grounded in social semiotics that is distinct from the traditions of critical literacy in a) its emphasis on the capacity to create and b) its explicit attention to the range of semiotic resources with which we communicate. Drawing on the concept of design put forward by The New London Group (1996) and more specifically Kress (2000, 2010) and on the concept of reflection literacy as described by Hasan (1996, 2005), I put forward the tenets of such a praxis before illustrating the ideas using classroom data from a national SSHRC-funded study of multiliterate pedagogies. The examples powerfully demonstrate students{\textquoteright} capacity to engage with and remake sophisticated meanings not only to achieve sanctioned curricular goals, though this is furthered by such work, but also for the purposes they have charted independently.",
keywords = "multimodality, social semiotics, language education, critical literacy, multiliteracies pedagogy., multilingualism",
author = "Diane Potts",
year = "2018",
doi = "10.1007/978-3-319-60953-9_10",
language = "English",
isbn = "9783319609515",
series = "Educational Linguistics",
publisher = "Springer International Publishing AG",
pages = "201--224",
editor = "Ruth Harman",
booktitle = "Bilingual learners and social equity",
address = "Switzerland",

}

RIS

TY - CHAP

T1 - Critical praxis, design and reflection literacy

T2 - A lesson in multimodality

AU - Potts, Diane

PY - 2018

Y1 - 2018

N2 - In this chapter, I explore a critical praxis grounded in social semiotics that is distinct from the traditions of critical literacy in a) its emphasis on the capacity to create and b) its explicit attention to the range of semiotic resources with which we communicate. Drawing on the concept of design put forward by The New London Group (1996) and more specifically Kress (2000, 2010) and on the concept of reflection literacy as described by Hasan (1996, 2005), I put forward the tenets of such a praxis before illustrating the ideas using classroom data from a national SSHRC-funded study of multiliterate pedagogies. The examples powerfully demonstrate students’ capacity to engage with and remake sophisticated meanings not only to achieve sanctioned curricular goals, though this is furthered by such work, but also for the purposes they have charted independently.

AB - In this chapter, I explore a critical praxis grounded in social semiotics that is distinct from the traditions of critical literacy in a) its emphasis on the capacity to create and b) its explicit attention to the range of semiotic resources with which we communicate. Drawing on the concept of design put forward by The New London Group (1996) and more specifically Kress (2000, 2010) and on the concept of reflection literacy as described by Hasan (1996, 2005), I put forward the tenets of such a praxis before illustrating the ideas using classroom data from a national SSHRC-funded study of multiliterate pedagogies. The examples powerfully demonstrate students’ capacity to engage with and remake sophisticated meanings not only to achieve sanctioned curricular goals, though this is furthered by such work, but also for the purposes they have charted independently.

KW - multimodality

KW - social semiotics

KW - language education

KW - critical literacy

KW - multiliteracies pedagogy.

KW - multilingualism

U2 - 10.1007/978-3-319-60953-9_10

DO - 10.1007/978-3-319-60953-9_10

M3 - Chapter

SN - 9783319609515

T3 - Educational Linguistics

SP - 201

EP - 224

BT - Bilingual learners and social equity

A2 - Harman, Ruth

PB - Springer International Publishing AG

CY - Cham

ER -