Call for Papers: Multimodality in Education
Special issue of Punctum. International Journal of Semiotics
Editors: Maria Papadopoulou and Maria Avgerinou
Since the mid ‘90s when Gunther Kress introduced the term Multimodality in the context of the seminal Multiliteracies project, new educational discourses have emerged, evolved and impacted both theory and practice. Multimodality foregrounded the notion that learning is not only a linguistic accomplishment, but linked to the dynamic interrelationship among the different semiotic modes of meaning, such as the linguistic, the visual, the gestural, the spatial or the audio mode, which individuals can draw on to derive and produce meaning.
During the last years, there has been an ongoing interest in applying multimodality in educational practice. Developing multimodally literate students has gradually been introduced in the school curricula in the areas of language, history, arts, maths and sciences education, as it encompasses nearly all subjects and areas. It has been used as a framework for the analysis of textbooks, learning resources, and student’s multimodal productions, as well as for the understanding of classroom interaction and many others. However, as learning occurs not only in educational settings but in many other instances of everyday life, exploring the ways people learn multimodally is not restricted in school classrooms. In formal and informal educational contexts, from pre-primary to tertiary education, the attempts to change the dominant linguistic paradigm and adopt a multimodal perspective produced especially fruitful and even fascinating results.
Read the full announcement here: CFP Multimodality in Education, Punctum 5 (1)