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000693585 001__ 693585
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000693585 010__ $$a  2013025440
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000693585 020__ $$a9780807754726$$qhardcover$$qalkaline paper
000693585 020__ $$a0807754722$$qhardcover$$qalkaline paper
000693585 020__ $$a9780807754719$$qpaperback$$qalkaline paper
000693585 020__ $$a0807754714$$qpaperback$$qalkaline paper
000693585 035__ $$a(OCoLC)ocn858659976
000693585 035__ $$a693585
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000693585 049__ $$aISEA
000693585 05000 $$aLB1068$$b.S468 2014
000693585 08200 $$a370.11/5$$223
000693585 1001_ $$aSerafini, Frank.
000693585 24510 $$aReading the visual :$$ban introduction to teaching multimodal literacy /$$cFrank Serafini ;  foreword by James Paul Gee
000693585 264_1 $$aNew York :$$bTeachers College Press,$$c[2014]
000693585 300__ $$axiii, 189 pages ;$$c24 cm.
000693585 336__ $$atext$$2rdacontent
000693585 337__ $$aunmediated$$2rdamedia
000693585 338__ $$avolume$$2rdacarrier
000693585 4901_ $$aLanguage and literacy series
000693585 504__ $$aIncludes bibliographical references and index.
000693585 5050_ $$aIntroduction -- A multimodal world -- Why teachers and literacy educators should read this book -- What influenced me to write this book -- How this book is organized -- Part I: theoretical and instructional foundations -- 1. Multimodal ensembles -- So what exactly is a multimodal ensemble? -- Text, image, and design -- How modes work -- Multimodal or multimedia -- The discovery of the obvious -- Why should educators care about multimodal texts? -- Concluding remarks -- 2. Visual literacy, media literacy, and multiliteracies -- Defining literacy -- Visual literacy -- Media literacy -- Multiliteracies -- Concluding remarks -- 3. Foundational processes -- Foundational processes -- Perception -- Representation -- Interpretation -- Ideology -- Frameworks for interpreting visual images and multimodal ensembles -- Concluding remarks -- 4. Understanding multimodality -- Multimodality -- Sociocultural dimensions of multimodality -- Research on multimodality -- Essential aspects of multimodality -- Concluding remarks -- 5. Elements of art, design, and visual composition -- Elements of visual art -- Elements of multimodal ensembles -- Elements of visual grammar -- Concluding remarks -- Part II: curricular frameworks and pedagogical approaches -- 6. Picturebooks and picturebook theories -- Defining the picturebook -- Elements of picturebooks -- Picturebook codes -- Text-image relationships -- Art and the picturebook -- Postmodern influences on the picturebook -- Concluding remarks -- 7. Exploring multimodal ensembles: an example -- Piggybook from a perceptual analytical perspective -- Piggybook from a structural analytical perspective -- Piggybook from an ideological analytical perspective -- Concluding remarks -- 8. Curricular and pedagogical frameworks -- A curricular framework -- Defining units of study -- An instructional template -- Concluding remarks -- Part III: units of study -- Exploring postmodern picturebooks -- Exploring wordless picturebooks -- Exploring historical fiction picturebooks -- Exploring informational picturebooks -- Exploring illustrated novels -- Exploring graphic novels, comics, and cartoons -- Exploring advertisements -- Exploring news reports -- Exploring film -- Exploring digital media -- Epilogue: to see or not to see -- Developing and enlightened eye with our students -- Words and pictures and something in between -- Interpretation and representation -- The journey continues.
000693585 650_0 $$aVisual literacy.
000693585 650_0 $$aVisual learning.
000693585 650_0 $$aLiteracy$$xPhilosophy.
000693585 650_0 $$aCritical pedagogy.
000693585 830_0 $$aLanguage and literacy series (New York, N.Y.)
000693585 85200 $$bgen$$hLB1068$$i.S468$$i2014
000693585 909CO $$ooai:library.usi.edu:693585$$pGLOBAL_SET
000693585 980__ $$aBIB
000693585 980__ $$aBOOK