Multimodal Genre of Science Classroom Discourse: Mutual Contextualization Between Genre and Representation Construction
This paper argues that meaning-making with multimodal representations in science learning is always contextualized within a genre and, conversely, what constitutes an ongoing genre also depends on a multimodal coordination of speech, gesture, diagrams, symbols, and material objects. In social semiot...
| Main Authors: | , , |
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| Format: | Journal Article |
| Published: |
2021
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| Online Access: | http://purl.org/au-research/grants/arc/DP180100143 http://hdl.handle.net/20.500.11937/84690 |