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Session Type: Paper Session
When social semiotics and multimodality theories intersect with new materiality theories to offer a unique analytical lens to understand new ways of meaning making in both educational spaces and digital social media spaces, new insights are offered by the authors and discussed by renowned social semiotics scholar Jay Lemke.
Division C - Learning and Instruction / Division C - Section 3a: Learning Environments
Division G - Social Context of Education / Division G - Section 3: Languages, Literacies, and Representations
A Social Semiotic Awareness Raising Approach: Co-Designing English for Academic Purposes Assessment, Teaching, and Learning Activities During COVID-19 - Phoebe SIU, The Hong Kong Polytechnic University
Translanguaging/Trans-Semiotizing in a Content and Language Integrated Learning Science Class in Hong Kong: A Classroom Discourse Analytic Study - Yanming (Amy) Wu, University of Hong Kong
Teachers as Multimedia Facilitators: Fostering Multimodal Learning for Emergent Plurilingual Youth in the Digital Era - Rui Li, University of Wisconsin - Madison
Theory Into Practice: A Seventh-Grade Teacher Assumes a Multimodal Approach to Language Arts Education - Stephanie F. Reid, University of Montana - Missoula
Multimodality, YouTube Algorithm, and Meaning-Making Phenomena Through a Posthumanist Lens - Gahyun Son, Simon Fraser University