Canale, G. (2019). Technology, Multimodality and Learning: Analyzing meaning across scales

Cecilia Molinari de Rennie

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Canale, Germán, 2019Technology, Multimodality and Learning: Analyzing meaning across scalesSerie: Palgrave Studies in Educational Media.266 pp. New York, EEUU: Palgrave MacMillan.ISBN: 978-3-030-21795-2

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Referencias


ANDERSEN, T. H., BOERIIS, M., MAAGERø, E., y TONNESSEN, E. S. 2015. Social semiotics: Key figures, new directions. London: Routledge.

BEZEMER, J. y KRESS, G. 2016. Multimodality, learning and communication: A social semiotic frame. London: Routledge.

HODGE, B. 2016. Social Semiotics for a Complex World. Cambridge: Polity Press.

JACKSON, P. W. 1990. Life in classrooms. London and New York: Teachers College Press.

KRESS, G. 2013. Recognizing Learning. A Perspective from a Social Semiotic Theory of Multimodality. In I. de Saint-Georges y J.J. Weber (eds.). Multilingualism and Multimodality. Current Challenges for Educational Studies, pp. 120-140. Rotterdam: Sense.

KRESS, G. 2015a. Semiotic work. Applied Linguistics and a social semiotic account of Multimodality. AILA Review 28: 49-71. doi.org/10.1075/aila.28.03kre

KRESS, G. 2015b. Designing Meaning. Social Semiotic Multimodality Seen in Relation to Ethnographic Research. In S. Bollig, M.S. Honig, S. Neuman y C. Seele (eds.) MultiPluriTrans in Educational Ethnography. Approaching the Multimodality, Plurality and Translocality of Educational Realities, pp. 213-233. Verlag: Transcript.




DOI: http://dx.doi.org/10.35956/v.19.n2.2019.p.154-158



Copyright (c) 2019 Cecilia Molinari de Rennie

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Revista Latinoamericana de Estudios del Discurso 
Una publicación de la Asociación Latinoamericana de Estudios del Discurso (ALED)
 
Revista Latino-Americana de Estudos do Discurso
Uma publicação da Associação Latino-Americana de Estudos do Discurso (ALED)
 
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